Writing Slanting Lines for Pre-School Level 2

Class: Pre-School Level 2
Term: First Term
Week: 7
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Drawing and tracing vertical and horizontal lines.
Topic: WRITING SLANTING LINES
Subject Matter: Writing of Slanting Lines E.g. Weekly focus: Writing Slanting Lines.

Specific Objectives

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

Cognitive Domain

• Identify slanting lines from a chart or drawing.
• Understand that slanting lines lean or go sideways.

Affective Domain

• Show interest in tracing and writing activities.
• Listen attentively to instructions on pencil grip and sitting posture.

Psychomotor Domain

• Demonstrate proper sitting posture for writing.
• Hold a pencil correctly.
• Trace slanting lines in the air and on paper.

Social Domain

• Participate in group tracing activities.
• Take turns sharing materials like erasers.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2
• Early Childhood Care and Education Handwriting Resources
• Relevant early-years workbook/textbook

Instructional Materials

• Writing Book
• Pencil
• Eraser
• Chart showing examples of slanting lines (e.g., lines leaning left, lines leaning right)
• Whiteboard or chalkboard
• Markers or chalk
• Sand tray or salt tray (optional, for finger tracing)
• Picture cards with objects that have slanting lines (e.g., roof of a house, slide)

Rationale for the Lesson

This lesson is important for 3-year-olds as it introduces them to another fundamental pre-writing stroke: the slanting line. Mastering slanting lines helps develop fine motor skills, hand-eye coordination, and prepares their hands and brains for forming letters like ‘A’, ‘V’, ‘W’, and ‘Z’ in the future. It also helps them observe and understand different line directions in their environment.

Prerequisite/Previous Knowledge

Pupils can already hold a pencil, make basic scribbles, and have been introduced to vertical and horizontal lines. They can follow simple instructions and enjoy drawing or tracing.

Lesson Content/Board Summary

WRITING SLANTING LINES

Slanting lines are lines that lean, or go sideways, either from top-left to bottom-right, or from top-right to bottom-left. They are not straight up and down (vertical) or straight across (horizontal). Examples of Slanting Lines:
/ (leans right)
(leans left) These lines help us draw many things, like the roof of a house or the legs of a table. Proper Sitting Posture for Writing:

• Sit up straight with your back against the chair.
• Place both feet flat on the floor.
• Keep your head slightly bent over your book.
• Hold your book steady with one hand.

Proper Pencil Grip:

• Hold the pencil with your thumb, index finger, and middle finger (like a tripod).
• Rest the pencil gently, not too tight.
• Keep your fingers near the tip of the pencil.

Key Words

• Slant – to lean or go sideways.
• Line – a long, thin mark.
• Pencil – a tool used for writing or drawing.
• Grip – how you hold something.

Slanting Line Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Slanting lines go up and down,
Leaning left or right around.
From the top, we start to draw,
Making lines for all to awe.
Slanting lines, so neat and grand,
Help us write across the land.

Actions: Pupils use their index finger to trace slanting lines in the air as they sing, first leaning right, then leaning left.

Watch and Practise

https://www.youtube.com/watch?v=R3fT8F_1y1g

Teaching Methods/Instructional Techniques

• Demonstration
• Guided Practice
• Repetition
• Play-based Learning
• Songs and Rhymes
• Picture Talk
• Imitation
• Manipulation of Objects (pencil, writing book)

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Recap

Teacher’s Activity: The teacher greets the pupils and asks them to show how they make straight lines (vertical and horizontal) in the air. The teacher then introduces today’s topic: “Today, we are going to learn about another special kind of line called a ‘slanting line’!”

Pupils’ Activity: Pupils greet the teacher, demonstrate making vertical and horizontal lines in the air, and listen attentively to the introduction.

Learning Point: Pupils recall previous knowledge and are introduced to the new topic.

Step 2: Presentation of Slanting Lines

Time: 5 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher displays a chart showing slanting lines. The teacher points to the lines and explains, “Look at these lines! They are not straight up or straight across. They lean! These are slanting lines. Some lean this way (points right), and some lean that way (points left).” The teacher draws large slanting lines on the board.

Pupils’ Activity: Pupils observe the chart and the teacher’s drawing, listening to the explanation of slanting lines.

Learning Point: Pupils recognise and understand what slanting lines are.

Step 3: Demonstration of Pencil Grip and Sitting Posture

Time: 4 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates the correct sitting posture for writing (back straight, feet flat, head slightly bent). Then, the teacher shows how to hold the pencil correctly using the thumb, index, and middle finger. “Watch me carefully! This is how we sit and hold our pencil to write nicely.”

Pupils’ Activity: Pupils observe the teacher’s demonstration of sitting posture and pencil grip, trying to imitate it without a pencil first.

Learning Point: Pupils learn the correct physical preparations for writing.

Step 4: Air Tracing and Finger Tracing

Time: 4 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher guides pupils to trace slanting lines in the air with their fingers, saying “Slant down, slant down!” The teacher also guides them to trace on their desks or in a sand tray if available. “Let’s make a slanting line in the air! Now on your desk!”

Pupils’ Activity: Pupils actively trace slanting lines in the air and on their desks/sand trays with their fingers, following the teacher’s instructions.

Learning Point: Pupils develop muscle memory for forming slanting lines.

Step 5: Guided Tracing in Writing Book

Time: 6 minutes

Teaching Skill: Supervised Application

Teacher’s Activity: The teacher distributes writing books and pencils. The teacher draws a few slanting lines as models in each pupil’s book or on the board for them to copy. The teacher walks around, providing individual guidance on pencil grip and tracing. “Now, let’s try to make slanting lines in our books. Start at the top and slant down.”

Pupils’ Activity: Pupils attempt to hold their pencils correctly and trace or copy the slanting lines in their writing books under the teacher’s supervision.

Learning Point: Pupils apply correct posture and grip to trace slanting lines on paper.

Step 6: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing the “Slanting Line Rhyme” again with actions. The teacher then plays the short video on slanting lines, encouraging pupils to watch and follow along with their fingers in the air.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, tracing the lines in the air as they appear on screen.

Learning Point: Pupils reinforce their understanding and practice of slanting lines through song and visual aids.

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.

1. “Can you show me a slanting line with your finger?”
2. “What is this line called?” (pointing to a slanting line on the board)
3. “Show me how you hold your pencil correctly.”
4. “Make a 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: 1 minute

Teaching Skill: Summarisation/Closure

Teacher’s Activity: The teacher praises the pupils for their effort and reminds them to practice making slanting lines. “You all did a great job today learning about slanting lines! Keep practicing at home.”

Pupils’ Activity: Pupils listen to the teacher’s concluding remarks.

Learning Point: Pupils consolidate their learning and are encouraged to continue practicing.

Lesson Keywords

• Slanting line – a line that leans or goes sideways, not straight up or across.
• Pencil grip – the way a person holds a pencil or crayon.
• Trace – to draw over a line or shape that is already there.

Differentiation

• Support: For pupils struggling with pencil grip, provide larger pencils or crayons. Use hand-over-hand guidance for tracing. Offer a sand tray or salt tray for tactile tracing, which can be easier than paper. Focus on air tracing and finger tracing before moving to paper.
• Extension: For pupils who quickly grasp the concept, encourage them to draw simple pictures using only slanting lines (e.g., a roof, a letter ‘A’ without the crossbar). Ask them to identify slanting lines in classroom objects or pictures.