Note for teachers using this lesson plan
Before this lesson, ensure you have a clear chart showing different slanting lines. Prepare pupils’ writing books with pre-drawn slanting lines for tracing, or guide them to draw their own if they are ready. Emphasise correct pencil grip and sitting posture throughout the lesson. The central idea is for pupils to gain better control over their hand movements to form slanting lines accurately.
Class: Pre-School Level 2
Term: First Term
Week: 10
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Basic Strokes (Vertical and Horizontal Lines)
Topic: SLANTING LINES: REINFORCEMENT AND WRITING CONTROL
Subject Matter: Writing Slanting Lines E.g. Weekly focus: Slanting Lines: Reinforcement and Writing Control.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify slanting lines when shown.
- Describe the direction of slanting lines (e.g., “going down this way”).
Affective Domain
- Show interest in handwriting activities.
- Participate actively in tracing and copying slanting lines.
Psychomotor Domain
- Demonstrate correct pencil grip and sitting posture.
- Trace slanting lines accurately in their writing books.
- Attempt to copy slanting lines with increasing control.
Social Domain
- Share materials like pencils and erasers when necessary.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Relevant Early Childhood Care and Education resources
- Approved Early Years Handwriting Workbook
Instructional Materials
- Whiteboard or chalkboard
- Chalk or marker
- Chart showing examples of slanting lines
- Writing books with pre-drawn slanting lines for tracing
- Pencils
- Erasers
Rationale for the Lesson
Learning to form slanting lines is crucial for developing fine motor skills and hand-eye coordination in young children. These lines are fundamental components of many letters and numbers, laying a strong foundation for future writing proficiency and control. Practising slanting lines helps children develop the muscle memory and precision needed for legible handwriting.
Prerequisite/Previous Knowledge
Pupils can hold a pencil, make basic scribbles, and have practised drawing vertical and horizontal lines.
Lesson Content/Board Summary
SLANTING LINES: REINFORCEMENT AND WRITING CONTROL
Slanting lines are lines that are neither straight up and down (vertical) nor straight across (horizontal). They go diagonally, like a slide or the roof of a house.
We can draw slanting lines in different directions:
- Slanting down to the left: Like this
- Slanting down to the right: Like this /
To write slanting lines well, we need:
- Good Pencil Grip: Hold your pencil gently with your thumb, index finger, and middle finger.
- Good Sitting Posture: Sit up straight, with your feet flat on the floor and your book placed flat on the table.
- Control: Move your hand slowly and carefully to make the line go where you want it to go.
Slanting Line Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Slanting lines go up and down,
Like a slide in our town.
From the top, we start to trace,
Making lines all over the place.
Left or right, they gently sway,
Practice them every day!
Actions:
- “Slanting lines go up and down”: Move arm diagonally up and down.
- “Like a slide in our town”: Make a sliding motion with hands.
- “From the top, we start to trace”: Point finger up and then trace a diagonal line in the air.
- “Making lines all over the place”: Wiggle fingers.
- “Left or right, they gently sway”: Sway arms diagonally left and right.
- “Practice them every day!”: Pretend to write in the air.
Key Words
- Slanting – Going diagonally, not straight up/down or across.
- Line – A long, thin mark.
- Control – Being able to guide your hand to make the line go where you want.
- Trace – To draw over an existing line.
- Copy – To draw something exactly like another example.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce slanting lines by drawing them clearly on the board/chart. Use simple language to explain their direction. Emphasise that slanting lines are different from vertical and horizontal lines. Ask pupils to point out slanting lines in the classroom (e.g., on a roof, a table leg if it’s slanted, or a picture of a slide).
What to show or demonstrate: Demonstrate clearly how to draw a slanting line from top to bottom, both to the left and to the right. Show the correct pencil grip using your own hand and how to sit properly at the table. Guide pupils to watch your hand movement carefully.
How to use the rhyme/song: Lead the pupils in singing the “Slanting Line Rhyme” several times, performing the actions together. Encourage them to sing along and move their bodies to reinforce the concept of slanting lines.
What to watch for: Observe pupils’ pencil grip and sitting posture. Look for pupils who are struggling with the direction or control of the lines. Provide individual support and gentle correction as needed.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Songs and Rhymes
- Practical Activity
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and asks them to recall the types of lines they learned last week (vertical and horizontal). The teacher then introduces slanting lines as another type of line.
Pupils’ Activity: Pupils respond to greetings and try to recall vertical and horizontal lines. They listen attentively to the introduction of slanting lines.
Learning Point: Pupils recall previous knowledge and are introduced to the new topic.
Step 2: Presentation of Slanting Lines
Time: 5 minutes
Teaching Skill: Visual Presentation/Explanation
Teacher’s Activity: The teacher displays a chart showing clear examples of slanting lines (both left and right). The teacher draws large slanting lines on the board, explaining their direction and how they are different from straight up/down or across lines.
Pupils’ Activity: Pupils observe the chart and the teacher drawing on the board. They try to identify the slanting lines and point to them.
Learning Point: Pupils recognise and differentiate slanting lines visually.
Step 3: Demonstration of Pencil Grip and Posture
Time: 4 minutes
Teaching Skill: Modelling/Instruction
Teacher’s Activity: The teacher demonstrates the correct way to hold a pencil (tripod grip) and the proper sitting posture for writing (sitting straight, feet flat, book flat). The teacher explains why these are important for good handwriting.
Pupils’ Activity: Pupils observe the teacher’s demonstration and try to imitate the correct pencil grip and sitting posture with their own pencils.
Learning Point: Pupils learn and practise correct pencil grip and sitting posture.
Step 4: Air Tracing and Finger Tracing
Time: 4 minutes
Teaching Skill: Guided Practice/Kinesthetic Learning
Teacher’s Activity: The teacher guides pupils to trace large slanting lines in the air using their fingers. Then, they trace slanting lines on their desks or palms. The teacher encourages saying “slant down” as they trace.
Pupils’ Activity: Pupils follow the teacher’s instructions, tracing slanting lines in the air and on their desks/palms, repeating “slant down”.
Learning Point: Pupils develop muscle memory for the movement of slanting lines.
Step 5: Guided Tracing in Book
Time: 5 minutes
Teaching Skill: Guided Practice/Supervision
Teacher’s Activity: The teacher distributes writing books with pre-drawn slanting lines. The teacher guides pupils to trace the lines carefully, providing individual assistance and reminding them of the correct grip and posture.
Pupils’ Activity: Pupils open their writing books and carefully trace the pre-drawn slanting lines, focusing on control and staying on the lines.
Learning Point: Pupils practise tracing slanting lines with a pencil, improving hand-eye coordination.
Step 6: Independent Copying
Time: 5 minutes
Teaching Skill: Application/Observation
Teacher’s Activity: The teacher asks pupils to attempt to copy slanting lines next to the traced ones, or on a fresh part of the page. The teacher observes their efforts, offering encouragement and gentle corrections to improve control.
Pupils’ Activity: Pupils try to copy the slanting lines independently, striving for control and accuracy.
Learning Point: Pupils apply their tracing skills to independently form 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.
- “Can you show me a slanting line on the chart?”
- “Trace a slanting line in the air for me.”
- “Show me how you hold your pencil correctly.”
- “Let me see your best slanting 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: 2 minutes
Teaching Skill: Summarising/Reinforcement
Teacher’s Activity: The teacher praises pupils for their effort and good work. The teacher reminds them to keep practising slanting lines to make their handwriting beautiful. Assigns homework to practice more slanting lines at home.
Pupils’ Activity: Pupils listen to the teacher’s praise and instructions, packing up their materials.
Learning Point: Pupils are encouraged to continue practising and reinforce the day’s learning.
Lesson Keywords
- Slanting – Lines that go diagonally.
- Control – Guiding your hand carefully when writing.
- Trace – To draw over a line already there.
- Copy – To draw a line just like an example.
Differentiation
- Support: For pupils struggling with control, provide larger slanting lines for tracing, offer hand-over-hand guidance, or use tactile materials like sand trays or finger paint to form lines. Encourage more air tracing and verbalisation of the direction.
- Extension: For pupils who quickly master slanting lines, challenge them to draw simple shapes that incorporate slanting lines (e.g., a triangle, a letter ‘A’ without the crossbar). Encourage them to draw objects in the classroom that have slanting parts.
Community Join the conversation Open discussion +