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CC Cycle 1 Week 12 Plan for Abecedarian Tutors

Author:

Former abecedarian CC tutor (iijuan12), former history teacher, & currently a Christian homeschooling mama of 9 blessings

Classical Conversations Cycle 1 Week 12 Abc Tutor Plan

Classical Conversations Cycle 1 Week 12 Abc Tutor Plan

This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 12 abecederian class. I have included all the subjects including new grammar, tin whistle, presentations, science, and review game. I also added my weekly parent email. This is not an official tutor plan. It's simply what I did. I'm sharing it so other tutors can use it as a springboard from which to plan your own lessons that are tailored to best meet the needs of your own class.

Geography

(Class set of trivium maps, dry erase markers, and small pieces of paper towels will already be at each seat.)

-Have the children use their dry erase markers to trace around the border of Africa and then erase them.
-Have the children put the caps on their markers and lay them down.
• Point out the locations on my map one by one. (I say, “Eyes and pointer fingers up” each time before I introduce the next location.) Each time have the children find the location on their maps using their fingers. They say the location, and I confirm, “Yes, that is…”. Repeat.
• Show me/Tell me the locations using a dry erase marker.
-Show me where [location] is. Put a dot on it. [Repeat this for each location.]
-Put the caps back on the markers, but don’t erase anything yet!
• Go through the locations with me while erasing locations one by one using the piece of paper towel. (Do them out of order.)
***Mom/Dad Helper: Collect markers and maps and return to tutor bag. Throw away paper towel pieces.***

  • (*At home we’ll be learning the locations using the songs & hand motions by CCHappyMom.)

Timeline

• Flash the cards, while singing card titles 1-3, then 1-4 card titles, then 1-5 card titles, and 1-6 card titles.
• While singing and flipping through the final time (doing all 7 cards), pass one out to each child.
• Have them bring up their timeline card one by one and put it on the board as we sing the song together.

Latin

  • Use Llama Llama Latin Llama with a 5 birthday candle, llama puppet, a picture of a ribbon with an ace (a playing card) on it, and all the previous puppet friends. On Llama Llama Latin Llama’s 5th birthday, she invited all of the neighborhood animals over for a fun day of games. Each time someone won a game, they were given an Ace to wear as a prize! (An ace is a person who excels at a particular sport or other activity.) Ace helps us remember how the 5th declension noun endings sound! (This idea is based on the stories by CCC user rtseely.)
  • Go through song and motions once. When we do singular, we’ll use 5 fingers on one hand. When we do plural, we’ll use 5 fingers on both hands.

-es: like ace, so hold down one arm like you’re doing half an A shape
-ei: like the letters A E, so make the ASL signs for A and then E
-ei: like the letters A E, so make the ASL signs for A and then E
em: like M, so do ASL for M
-e: like A, so do ASL for A
(1X and then sing “Singular Fifth Declension”)
-es: like ace, so hold down both arms like you’re doing half an A shape
-erum: like you’re blowing air on ‘em (them), so have both hands go out showing the air you’re blowing
-ebus: like you’re riding on a bus – bounce you hands and body like riding on a bouncy bus
-es: like ace, so hold down both arms like you’re doing half an A shape
-ebus: like you’re riding on a bus – bounce you hands and body like riding on a bouncy bus
(1X and then sing “Plural Fifth Declension)

  • Allow each child to stand in front with a toy microphone and lead the class in singing and motioning each one, but only sing through singular and plural one time each.

Science

  • Chant the science sentence while the children listen.
  • Allow children to each roll the music die* & chant the science sentence together using that dynamic: staccato, crescendo, diminuendo, legato, forte, & piano. (*I use a foam die from the Dollar Tree, put stickers on it [so I can change out the voices], & write on the stickers.)

English

  • I chant while children listen.
  • Vary who says it: Children say it with me. Right table says it. Left table says it. Girls say it. Boys say it. Everyone says it.
  • (*At home we’ll be learning this using the hand motions from thomandjody. The slowed down version is below. The video at speed with the CD is at https://www.youtube.com/watch?v=NXL6vnby6po .)

History

  • Sing the history sentence while the children listen.
  • Allow children to each roll the silly voice die* & sing the history song together using that silly voice: Squeaky mouse voice, sing it like a soldier, cowboy, stick out your tongue and sing it, butterfly whisper voice, & T-rex voice. (*I use a foam die from the Dollar Tree, put stickers on it [so I can change out the voices], & write on the stickers.)

Math

• Chant the math while children listen as I use a slap/clap rhythm (clap my hands and slap my thighs)

• Speed up: Children say it with me with doing clap/slap rhythm. Do it really slowly. Do it regular. Do it fast. Do it super fast. Do it super duper silly fast.

  • Allow each child to play a "song" for us on their tin whistle.
  • Use Rhythm Pizza to review the length of notes. Hold up the notes and ask which one each one is.
  • Go through Rhythm chant and hand motions from the below video to review rhythm:

Rhythm, rhythm, rhythm. (Rolling arms around)
Long and Short Sounds. (Holding hands far out and then close together)
This is a whole note: ta-a-a-a. (Cup hands together to form a circle)
This is a half note: ta-ta (cup open L hand next to flat R hand)
This is a quarter note: ta-ta-ta-ta (fist of L hand next to flat R hand)
This is a pair of eighth notes: tee-tee-tee-tee-tee-tee-tee-tee (R hand over L hand to form a T or time-out sign)
Rhythm, rhythm, rhythm. (Rolling arms around)

  • Review Game: Hold up pictures with notes & symbols and ask the students what they are. Allow them to answer as a group.
  • Time to Play! Review Rules: If you move or touch your tin whistle when you're not supposed to be, your tin whistle will go to tin whistle time out. [Point to tin whistle jail drawn on the board.]
  • Review notes for first line of Twinkle, Twinkle Little Star in chin position. Then I play it for them. Then they play it. Then go through the entire second line of the song in chin position. I play it. The children play it.
  • Play the entire song together twice.
  • Allow the girls to play while the boys listen with their tin whistles on the floor.
  • Allow the boys to play while the girls listen with their tin whistles on the floor.
  • Allow the children to play it together. Great job!

Presentations

  • Have children collect presentation items from the basket/table.
  • Remind that when someone else is talking, children should: Stop, Look, Listen.
  • Remind about presentations: Tempo & Pauses: Use appropriate pauses. Speak neither too fast nor too slow. What is today’s focus? [Remember to raise your hand to answer.]
  • Each child gets 1 question token (a foam rectangle with their name written on it).
  • Have children go in alphabetical order. (Will rotate each week.)
  • Return presentation items to backpacks.

Bathroom Break & Snack Time

Pray. Bathroom break. Get snacks from snack basket and have snack while listening to memory work CD.

  • God is a God of order. How many days did He take to create the world? (6 and He rested on the 7th day). Did you know that He had an order to how He created everything? For the first 3 days He separated/divided things to create places/homes. What did He create on day…? [Go through each day by using simple pictures on the white board or by showing pictures from a children’s Bible. I like The Children’s Bible by Golden Press.]

Divide: >>> Decorate/Fill:

Day 1: light/dark >>> Day 4: sun, moon, stars

Day 2: water/sky >>> Day 5: animals that swim & fly

Day 3: dry land/plants >>> Day 6: land animals and people

  • On Day 6, after God created each animal after its own kind, God created man and woman to “rule over all the earth” and take care of all that He created, just like God takes care of us and all that He created.
  • God is a God of order, and He is also a God of beauty. He is an artist and created a wide variety of beautiful creations using the same material: cells. What are some parts of an animal cell? (science week 3) plant cell? (science week 4)
  • Use script from CCC user nicoleliem for Naming God's Tapestry of Creation.
  • Geography Fast Review: Hand out maps to each child. Divide up children among you & the helping moms so that you are able to each check specific child and what they are pointing at. Call out the geography locations from weeks 6-12. Have children tell me or show me locations using their fingers.
  • Snowball Fight: Let one child pick a subject. Go through weeks 6-12 in that subject. (Each child gets to answer a different week.) Hand out crumpled up paper to the children & let them throw it at each other for 10 seconds. Set back down. Move on to the next subject. Repeat the snowball fight afterward. Continue until all the subjects have been covered. Afterward, have everyone race to get all the "snowballs" in the trashcan.
  • Pass out small gift bags to each student. I gave gift bags with Lego minifigures from amazon.com, a few toys from the Dollar Tree (bubbles, toy animals, finger lights, & toy whistles), & gummy fruit packs. I also included an invitation for our Christmas Party, which I describe in detail at CC Cookie Swap Party.

Today was bittersweet! I am going to miss getting to see you all for the next few Thursdays! Hopefully you will have an opportunity to rest over our break. We will start back on January 17.

I am looking forward to getting to spend some time with those of you who will be able to make it to our Christmas Cookie Swap and Party on Thursday, December 6 from 9:45-11:30 am! I will send out a reminder that week.

I am not expecting that everyone will be practicing CC review over the break. My family will pick it up again a week before CC starts.

When we get back from break, we'll begin studying the Great Artists, which means we'll be painting. Please pack an over-sized shirt or smock for your child to wear. I'll remind you again just before we start back up, but this might be a good time to swap out your child's tin whistle for their smock.

Would you like a little bit extra for this week? Each week my family enjoys reading books, doing activities, and watching YouTube video clips related to our new grammar. Memorizing the CC grammar is completely sufficient, but if you’d like to add a bit more, here is what my family has enjoyed reading, doing, & watching related to the science sentence: Science Morning Basket & Activities: Plant Systems.

I am here to serve you in any way that I can. If you ever have questions, comments, or concerns, please let me know!

Watching transpiration in action (in less than an hour, which impressed everyone) was one of the activities we did this week and is included in the above link: Science Morning Basket & Activities: Plant Systems.

Watching transpiration in action (in less than an hour, which impressed everyone) was one of the activities we did this week and is included in the above link: Science Morning Basket & Activities: Plant Systems.

© 2018 Shannon