Note for teachers using this lesson plan
Before this lesson, prepare large sheets of paper with pre-drawn intersecting slant lines (like an ‘X’ or criss-cross pattern), a sand tray, or a surface for finger painting. The central idea is for pupils to understand and attempt to trace these lines using large, guided movements. Successful learning will be observed when pupils can make an effort to follow the lines with their fingers or a large crayon, showing developing eye-hand coordination and pre-writing skills.
Class: Pre-School Level 1
Term: Second Term
Week: 5
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing simple vertical and horizontal lines.
Topic: INTERSECTING SLANT LINES
Subject Matter: INTERSECTING SLANT LINES; Tracing intersecting slant lines.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise intersecting slant lines when shown.
- Identify examples of intersecting slant lines in their environment.
Affective Domain
- Show interest in tracing activities.
- Participate joyfully in the tracing rhyme and movement.
Psychomotor Domain
- Attempt to trace intersecting slant lines with their fingers in the air or in a sand tray.
- Make an effort to trace intersecting slant lines on paper with guidance.
Social Domain
- Share materials like sand or crayons during group activities.
- Take turns during tracing demonstrations.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Large sheets of paper with pre-drawn intersecting slant lines (e.g., ‘X’ shapes)
- Thick crayons or finger paint
- Sand tray or a shallow tray with flour/semolina
- Teacher’s writing book or whiteboard for demonstration
- Pencils (thick, easy-grip)
- Erasers
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it develops essential fine motor skills, hand-eye coordination, and visual perception, which are foundational for future writing. Tracing intersecting slant lines helps children understand complex line formations and prepares their hands and minds for forming letters like ‘X’, ‘A’, ‘V’, and ‘W’.Prerequisite/Previous Knowledge
Pupils have previously engaged in scribbling, holding crayons, and tracing simple straight lines (vertical and horizontal) with their fingers and large tools.Lesson Content/Board Summary
INTERSECTING SLANT LINES
Intersecting slant lines are lines that go in a slanting direction and cross over each other, like making an ‘X’ shape. They meet in the middle.
What are Slant Lines?
- Slant lines are lines that go ‘downhill’ or ‘uphill’ – not straight up and down, and not straight across.
- They can go from top-left to bottom-right, or top-right to bottom-left.
What are Intersecting Lines?
- Intersecting lines are lines that cross each other at one point.
- When two slant lines cross, they make a shape like an ‘X’.
Examples of Intersecting Slant Lines
Imagine two sticks crossing each other to make an ‘X’.
/ (One slant line going down, one slant line going up)
X (They cross in the middle!)
Tracing Intersecting Slant Lines
We trace these lines by starting at the top of one slant line, moving down, and then starting at the top of the other slant line and moving down to cross the first one.
Slant Line Fun Rhyme
Tune: “Twinkle, Twinkle Little Star”
Slant line, slant line, down you go,
Slant line, slant line, watch it grow.
Cross over, cross over, meet right there,
Intersecting lines, everywhere!
Actions: Pupils use their index fingers to air trace slant lines, then cross them over in the air.
Watch and Practise
Key Words
- Slant – a line that goes diagonally, not straight up/down or across.
- Intersect – to cross over or meet at a point.
- Trace – to follow a line or shape with a finger or pencil.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Use your fingers to draw large slant lines in the air and then cross them to show intersecting lines. Emphasize the “slanting” motion and the “crossing” point. Use simple, repetitive language like “down and across, down and across.”
What to show or demonstrate: Draw large intersecting slant lines on the whiteboard or a large chart paper. Demonstrate tracing them with your finger, then with a thick marker. Show how to start each slant line from the top and move downwards until they cross.
How to use the rhyme/song: Lead the pupils in singing the “Slant Line Fun Rhyme” several times. Encourage them to perform the actions (air tracing) as they sing. This helps to internalize the movement and concept.
How to use the video: Introduce the video as a way to see how others trace lines. Ask pupils to watch carefully and try to follow the movements with their fingers in the air as they see the lines being traced on the screen. After watching, encourage them to imitate the tracing motions they saw.
What to watch for: Observe if pupils are attempting the correct slanting direction and if they understand the concept of the lines crossing. Focus on effort and participation rather than perfect execution at this age.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Play-based Learning
- Repetition
- Songs and Rhymes
- Manipulation of Objects (sand/flour)
- Picture Talk
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and asks them to show how they trace straight lines (vertical and horizontal) in the air. The teacher then introduces the idea of new “special lines” that slant and cross.
Pupils’ Activity: Pupils greet the teacher and demonstrate tracing vertical and horizontal lines in the air with their fingers.
Learning Point: Pupils recall previous knowledge of simple lines and are prepared for new line types.
Step 2: Presentation (Concept of Intersecting Slant Lines)
Time: 5 minutes
Teaching Skill: Explanation/Visualisation
Teacher’s Activity: The teacher uses a large chart or whiteboard to draw and explain what slant lines are (lines that lean) and then draws two slant lines crossing over each other, explaining that they “intersect” or “meet.” The teacher uses hand gestures to show the slanting and crossing motion.
Pupils’ Activity: Pupils observe the teacher’s demonstration, listen to the explanation, and use their fingers to air trace the slanting and crossing motions.
Learning Point: Pupils begin to understand and recognise intersecting slant lines.
Step 3: Demonstration (Tracing in Sensory Materials)
Time: 5 minutes
Teaching Skill: Modelling/Practical Demonstration
Teacher’s Activity: The teacher demonstrates how to trace large intersecting slant lines in a sand tray or using finger paint on a smooth surface. The teacher encourages pupils to watch closely and repeat the movements with their fingers in the air.
Pupils’ Activity: Pupils watch the teacher’s demonstration and imitate the tracing movements with their fingers in the air.
Learning Point: Pupils observe the physical action of tracing intersecting slant lines.
Step 4: Guided Practice (Sensory Tracing)
Time: 5 minutes
Teaching Skill: Guided Practice/Supervision
Teacher’s Activity: The teacher provides individual sand trays or finger paint for pupils (in small groups if necessary). The teacher guides pupils hand-over-hand or provides verbal cues as they attempt to trace intersecting slant lines in the sensory material.
Pupils’ Activity: Pupils use their fingers to trace intersecting slant lines in the sand tray or with finger paint, following the teacher’s guidance.
Learning Point: Pupils develop tactile understanding and fine motor control for tracing.
Step 5: Guided Practice (Paper Tracing)
Time: 5 minutes
Teaching Skill: Application/Support
Teacher’s Activity: The teacher distributes large sheets of paper with pre-drawn intersecting slant lines and thick crayons. The teacher demonstrates how to hold the crayon and trace the lines, providing individual assistance and encouragement.
Pupils’ Activity: Pupils attempt to trace the pre-drawn intersecting slant lines on paper using thick crayons, with teacher support.
Learning Point: Pupils practise tracing on paper, developing pencil grip and control.
Step 6: Reinforcement (Rhyme and Video)
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “Slant Line Fun Rhyme” again with actions. The teacher then plays the short educational video showing tracing of slant and intersecting lines, encouraging pupils to follow along with their fingers in the air.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, attempting to air trace the lines shown.
Learning Point: Pupils reinforce their understanding of intersecting slant lines through auditory and visual input.
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.
- “Can you show me a slant line with your finger?”
- “Can you show me two lines that cross each other, like an ‘X’?”
- “Point to the intersecting slant lines on this paper.”
- “Let’s all trace an ‘X’ in the air one more time!”
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: Summary/Encouragement
Teacher’s Activity: The teacher praises the pupils for their efforts in tracing the new lines and reminds them that practice makes perfect. The teacher encourages them to look for ‘X’ shapes around them.
Pupils’ Activity: Pupils respond to the teacher’s praise and say “thank you.”
Learning Point: Pupils feel encouraged and motivated to continue practising.
Lesson Keywords
- Slant – a line that goes diagonally, not straight up or down, or straight across.
- Intersect – when two lines cross over each other.
- Trace – to follow a line or shape with your finger or a pencil.
Differentiation
- Support: For pupils who find it difficult, the teacher can provide larger pre-drawn lines, offer more hand-over-hand guidance, or allow them to focus only on tracing in sensory materials first. Repetition of the air tracing and rhyme will also be beneficial.
- Extension: For pupils who quickly grasp the concept, the teacher can encourage them to try drawing their own simple intersecting slant lines (like a simple ‘X’) on a blank part of their paper, or identify objects in the classroom that have intersecting slant lines.
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