Note for teachers using this lesson plan
Before the lesson, prepare the writing books with pre-drawn examples of intersecting slant lines (like an ‘X’) for tracing and copying. Ensure each child has a properly sharpened pencil and an eraser. The central idea is for pupils to understand that intersecting lines cross each other and to develop the fine motor control needed to draw them. Observe pupils’ pencil grip and their ability to make two separate slant strokes that meet and cross.
Class: Pre-School Level 2
Term: Second Term
Week: 5
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Writing Slant Lines
Topic: WRITING INTERSECTING SLANT LINES
Subject Matter: INTERSECTING SLANT LINES. Weekly focus: Writing 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 objects or patterns that show intersecting lines.
Affective Domain
- Show interest and effort in drawing intersecting slant lines.
- Listen attentively to instructions for forming the lines.
Psychomotor Domain
- Trace pre-drawn intersecting slant lines in their writing books.
- Attempt to draw intersecting slant lines independently.
Social Domain
- Participate in guided writing activities with classmates.
- Take turns when using shared instructional materials like a sand tray.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Whiteboard or chalkboard
- Chalk or marker
- Writing books with pre-drawn intersecting slant lines (e.g., ‘X’ patterns)
- Pencils
- Erasers
- Sand tray or shallow tray with flour/paint for air tracing
- Picture cards showing objects with intersecting lines (e.g., a cross, a pair of scissors open)
Rationale for the Lesson
Learning to write intersecting slant lines is an important pre-writing skill for 3-year-olds. It helps develop fine motor control, hand-eye coordination, and visual perception, which are foundational for forming letters like ‘X’, ‘A’, ‘K’, and ‘V’ later on. This skill also introduces the concept of lines crossing, which is a key spatial relationship.
Prerequisite/Previous Knowledge
Pupils can hold a pencil correctly, have practised drawing basic straight and single slant lines, and can follow simple instructions.
Lesson Content/Board Summary
WRITING INTERSECTING SLANT LINES
Intersecting slant lines are lines that cross each other. They look like an ‘X’.
To make an intersecting slant line:
- Start at the top-left, draw a slant line down to the bottom-right.
- Then, start at the top-right, draw another slant line down to the bottom-left, making sure it crosses the first line in the middle.
Example:
X
/
Key Words
- Intersecting – when two lines cross each other.
- Slant – a line that goes diagonally, not straight up/down or across.
- Cross – to go from one side to the other, meeting in the middle.
Crossing Lines Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Slant line down, then another one,
Crossing in the middle, what fun!
Like an ‘X’, we make it neat,
Crossing lines, can’t be beat!
Slant line down, then another one,
Crossing in the middle, what fun!
Actions: Use fingers to trace slant lines in the air, crossing them in the middle for each line of the rhyme.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce “intersecting slant lines” by first showing pictures of things that cross, like an ‘X’ or crossroads. Emphasise that “intersecting” means “crossing”. Use simple language like “lines that cross each other to make an ‘X'”.
What to show or demonstrate: Draw large intersecting slant lines on the whiteboard. Demonstrate the two separate strokes clearly: one slant going down from left to right, and the second slant going down from right to left, making sure they cross. Show pupils how to hold their pencils correctly and maintain good sitting posture.
How to use the rhyme/song: Sing the “Crossing Lines Rhyme” multiple times, encouraging pupils to join in and perform the actions. The actions help reinforce the movement of drawing the lines.
How to use the video: Introduce the video as a way to see how to make the crossing lines. Play the video, pausing if necessary to highlight the direction of each slant stroke. After watching, encourage pupils to air-trace along with the video or imitate the movements shown.
What to watch for: Observe pupils’ pencil grip, sitting posture, and their ability to make two distinct slant strokes that cross. Some children might draw two separate lines without them crossing, or draw a single wavy line. Guide them gently to make clear, crossing strokes.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Play-based Learning
- Songs and Rhymes
- Manipulation of Objects (e.g., sand tray)
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and leads a short “Good Morning” song. The teacher then asks pupils to show how they draw a single slant line (e.g., from top-left to bottom-right) from the previous lesson.
Pupils’ Activity: Pupils respond to greetings, sing along, and demonstrate drawing a single slant line in the air with their fingers.
Learning Point: Pupils recall previous knowledge of slant lines and are prepared for the new topic.
Step 2: Explanation and Demonstration
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces “intersecting slant lines” as “lines that cross each other, like making an ‘X'”. The teacher draws a large intersecting slant line on the whiteboard, demonstrating the two separate strokes clearly. The teacher also shows pictures of objects with intersecting lines.
Pupils’ Activity: Pupils observe the teacher’s demonstration and look at the pictures. They repeat “intersecting slant lines” or “crossing lines” after the teacher.
Learning Point: Pupils understand the concept of intersecting slant lines and observe their formation.
Step 3: Air Tracing and Finger Tracing
Time: 4 minutes
Teaching Skill: Guided Practice/Kinesthetic Learning
Teacher’s Activity: The teacher guides pupils to trace large intersecting slant lines in the air using their index fingers. Then, the teacher provides a sand tray (or shallow tray with flour/paint) for pupils to trace the lines with their fingers.
Pupils’ Activity: Pupils follow the teacher’s instructions, tracing intersecting slant lines in the air and then in the sand tray.
Learning Point: Pupils develop muscle memory and spatial awareness for forming intersecting slant lines.
Step 4: Guided Practice (Tracing in Books)
Time: 5 minutes
Teaching Skill: Supervision/Correction
Teacher’s Activity: The teacher distributes writing books with pre-drawn intersecting slant lines for tracing. The teacher reminds pupils about correct pencil grip and sitting posture, then guides them to trace the lines carefully. The teacher walks around, offering individual help and corrections.
Pupils’ Activity: Pupils hold their pencils correctly, sit properly, and trace the pre-drawn intersecting slant lines in their books.
Learning Point: Pupils practise tracing intersecting slant lines with a pencil, improving fine motor control.
Step 5: Rhyme Reinforcement
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “Crossing Lines Rhyme” again, encouraging them to perform the actions. The teacher may also play the verified YouTube video again to reinforce the visual demonstration.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating the crossing movements.
Learning Point: Pupils reinforce their understanding and memory of intersecting slant lines through song and visual aids.
Step 6: Independent Attempt
Time: 5 minutes
Teaching Skill: Application/Observation
Teacher’s Activity: The teacher instructs pupils to attempt drawing their own intersecting slant lines next to the traced patterns in their books. The teacher continues to supervise, providing encouragement and gentle guidance.
Pupils’ Activity: Pupils attempt to draw intersecting slant lines independently in their writing books.
Learning Point: Pupils apply their learning to form intersecting slant lines on their own.
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 to draw today?” (Prompt: crossing lines, X lines)
- “Can you show me with your fingers how to make an intersecting slant line?”
- “Show me your book where you drew the crossing lines.”
- “Can you point to something in the classroom that looks like crossing lines?”
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/Praise
Teacher’s Activity: The teacher praises the pupils for their effort and good work. The teacher reminds them to keep practising their crossing lines at home. The teacher leads a short closing song.
Pupils’ Activity: Pupils receive praise, listen to instructions, and sing the closing song.
Learning Point: Pupils feel encouraged and understand the importance of practice.
Lesson Keywords
- Intersecting – lines that cross each other.
- Slant – a line that goes diagonally.
- Lines – long, thin marks.
- Cross – to meet and go over each other.
Differentiation
- Support: For pupils struggling with pencil control, provide larger pre-drawn patterns for tracing. Offer hand-over-hand guidance during tracing. Encourage more air tracing and sand tray practice before moving to paper. Use fewer lines on the page to avoid overwhelming them.
- Extension: For pupils who quickly master the skill, encourage them to draw more intersecting lines to create simple patterns (e.g., a series of ‘X’s). Ask them to identify other objects in the classroom or outside that have intersecting lines.
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