Skip to main content

CC Cycle 1 Week 14 Plan for Abecedarian Tutors

  • Author:
  • Updated date:

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

Classical Conversations Cycle 1 Week 14 Abc Tutor Lesson

Classical Conversations Cycle 1 Week 14 Abc Tutor Lesson

This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 14 abecederian class. I have included all the subjects including new grammar, Great Artists, presentations, science experiments, 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.


(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 quickly trace around the borders of the continents and then erase them. (Be sure to emphasize that they should focus on the basic shapes, not the details.)
-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.)


  • Chant the science sentence & do the below motions while the children listen.
  • Allow children to each roll the silly voice cube & chant using that silly voice: Squeaky mouse voice, Soldier voice, Cowboy voice, Stick out your tongue and say it, Robot voice, & T-Rex voice. (We'll also be doing the motions.)


Flash the cards, while singing card titles 1, 2, & 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.


  • I chant while children listen.
  • Allow children to each roll the music die* & chant the Helping Verb Definition 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.)

(*At home we’ll be learning these using the tune This Old Man as sung by Dana Johnson.)

She made this during the 4th edition. The weeks have changed but the material is the same.


  • Sing the history sentence while the children listen.
  • Dance ("Creative Movement") Progression: 1) Children sing it with me. 2) Children sing it with me while stepping a little bit from side to side. 3) The next time add in swinging arms with the stepping. 4) The next time add in wiggling your hips (flossing if desired). 5) The next time replace the arms swinging with raising the roof (raising your hands above your head & pumping them up). 6) The last time tell them to dance however they'd like as they sing but they need to stay near their chair.


  • Sing to the tune of Frere Jacques. [Use the video below to get the tune.]
  • Each child will get a turn singing into a toy microphone ("leading the class") while you all sing the song together.


  • I chant and do motions while the children listen.

2.54 – Hold up 2 fingers with your right hand
1 inch – Hold up 1 finger with your left hand
12 inches – Move your right hand and left hand together to make 12.
1 foot – stomp your foot
5,280 – Hold up 5 fingers
Feet – Fast feet (run in place really fast)
1 mile – Spread out both arms as wide as you can.
1 kilometer - Hold up 1 finger
5/8 of a mile - Hold up 5 fingers

  • Have children chant it and do the motions with me 2 times.
  • Chant it while whispering. Boys chant it (but everyone does the motions). Girls chant it (but everyone does the motions.) Everyone does it together.
Scroll to Continue

(*At home we're doing the above motions while singing it to the tune from Mary Poppins, posted below.)

Great Artists Ghiberti Activity

Great Artists Ghiberti Activity

*Note: Even though we tried to make sure the coats of paint were really thin, these took about 6 hours to dry. I would recommend following the below idea by CC Livermore Tutor Videos (posted below) to make this. She suggests spraying them with gold or bronze spray paint instead of having them paint them.

  • Have parents assist children in putting on over-sized shirts (brought by parents) to act as smocks.
  • Show a plastic Easter egg to remind the children of last week’s artist. Who remembers the name of the artist who made his paint using eggs? (Giotto). Now show a penny (which has a relief) to introduce us to this week’s artist: Ghiberti.
  • Briefly talk about what a relief is by showing the relief on the penny. (I had a penny for each child to hold, study, and rub their fingers across. Then I collected the pennies.)
  • Show some of the works by Ghiberti while discussing briefly about his life or use the bio written out by Sherri Ellis (on CC “Official” FB page in the file section).
  • Follow these directions to complete the activity: . (Again, these didn’t dry in time for us, so I would recommend using gold or bronze spray paint.) We just sent the steel wool home with the kids to finish at home.
  • Wash hands.


  • Have children collect presentation items from the basket/table.
  • Remind that when someone else is talking, children should: Stop, Look, Listen.
  • Remind about presentations: Today’s focus will be: Posture: Lower Body: Hips stay pointed to audience, feet planted. 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. (We rotate each week.)
  • Next week’s skill to work on: Tempo: Are you speaking too fast or too slow? Is your tempo appropriate for your speech?
  • 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.

VanCleave #126 Sampler Science Activity

VanCleave #126 Sampler Science Activity

*Optional: If desired, watch the below CC Livermore Science Experiment video ahead of time to see the activities being done by a wonderful CC director.*

#125 Spoon & Pen

  • Introduction: Show a piece of chalk. When you write with a piece of plain white chalk what color will it leave behind? (white) Did you know that chalk is a rock made up of a mineral called calcite, which is made from crushed limestone. Can you think of another item that is used to write with? (pencils) Did you know that the part of the pencil that writes is actually a mineral called graphite? What color does a normal everyday pencil leave behind on a piece of paper? (black)
  • Allow one child to draw (or make a streak) on a sheet of paper with the chalk. Allow another child to draw (or make a streak) on the sheet of paper with the pencil.
  • Chalk is actually a mineral called calcite and it will leave behind a white powdery mark on a chalkboard or piece of paper. Pencils contain a mineral called graphite and the graphite will leave behind a black mark on a piece of paper.
  • What about this spoon? Do you think that it contains a mineral?
  • Purpose: Our purpose for this experiment is to demonstrate a mineral streak test
  • Hypothesis: What do you suppose will happen when I rub the back of this spoon against this paper? How many of you think it will leave a mark behind like chalk and graphite do? How many of you think it will just leave a dent in the paper and no mark?
  • Procedure: Let a child try to make a mark (or streak) on the paper with the spoon. What happened?
  • What do you suppose would happen if we tried to rub the back of this spoon on the back of this piece of tile? Shall we try? Yes! This time we got a gray mark. Allow each child to make a streak with the spoon.
  • Why do you suppose we go a gray mark from the spoon on the tile but not the paper? Let’s see what happens with a few other materials. Allow each child to make streaks with other materials such as pennies (before and after 1982) and a nickel.
  • Conclusion: We were actually performing a modified version of one of the tests scientists can use to help them identify a mineral. It is called a streak test and it is done by rubbing a mineral sample across a piece of unglazed porcelain. Paper will work as a streak test for both chalk and graphite because both minerals are so soft but as you saw, the paper didn’t work for the spoon but the porcelain tile did because it was hard enough to grind a bit of the mineral off the spoon. Diamonds are so hard that they will grind the porcelain tile so a streak test doesn’t work for all minerals.
  • Sometimes two minerals may look alike, such as pyrite and gold. [If you have an example of pyrite, show it.] Pyrite has the nickname “fool’s gold” because many people have mistakenly believed it to be gold. It is easy to be fooled as both are a pretty yellow golden color but if you do a streak test on each one you will find that the Pyrite will leave a black streak and the Gold a yellow streak. Thus the color of the streak made by a mineral can be an important clue in identifying a mineral.
  • Add in this Biblical application from : In 1 Thessalonians 1:2-3 it says, “We always thank God for all of you and continually mention you in our prayers. We remember before our God and Father your work produced by faith, your labor prompted by love, and your endurance inspired by hope in our Lord Jesus Christ.” We can see that the Thessalonians left a mark that led to God receiving glory. As we leave our mark on the tile today, let us all remember that we can have an impact on others. In fact, the Bible tells us that others will know we are His by this: that we have love for each other. (John 13:35) By being kind, we can demonstrate Christ’s love for others. As you go about your day, think about the mark you are leaving. Are you leaving a mark that shows Christ’s love?

#126 Sampler

  • Introduction: Who likes to dig holes? Who has dug a really deep hole? What happened to the color of the dirt as you got deeper? When I was digging a hole to plant a tree, I first dug through some sandy soil. Then I got to some nice dark soil. Next I got to a layer of orange clay. I finally stopped digging when I got to packed dirt that was almost as hard as a rock. If a geologist, who is a scientist who studies the earth, wants to see what’s even deeper under the ground, do you think he or she would use a shovel like you or I did? No, they take something called a core sample. We’re going to take a core sample of play-dough.
  • Purpose: Our purpose today is to demonstrate core sampling.
  • Procedure: Each of you will be given several different colors of play-dough. Please don’t mix them as then you will not get a good core sample, we are looking for layers as that is what scientists see and study in the core samples they take.
  • First roll each color of play dough into a little ball and then smash each ball into little pancakes or disks…don’t make them too thin, you want to see the distinct layers
  • Now take the little pancakes and stack them on top of each other in whatever order you would like to form a block about 1 inch (2.5 cm) deep.
  • Push the straw through the layers of clay.
  • Pull the tube out of the clay.
  • Use the scissors to cut open the straw.
  • Remove the clay plug.
  • This clay plug is an example of a core
  • Conclusion: Read the conclusion from the book.

Who uses core samples?

  • Creation scientists can use core samples to show the evidence of the catastrophic event, the flood during the time of Noah.
  • Climate scientists will use cores from glaciers, trees and lakes to study past weather patterns and events (like major volcanic eruptions)
  • Geologists will use core samples from the ground to look for gemstones like diamonds, or minerals like copper that can be mined out of the ground
  • Oil companies will use core samples from the ocean and on the land in their search for new oil deposits
  • Water shed districts will use core samples to learn about contamination from surrounding farms in the form of animal feces
  • Even architects will use a form of a core sample to study the ground to see if there is enough support under the ground to support the weight of a building or bridge.

(Much of this script came from former CC user Rruggles.)

  • 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 8-14. Have children tell me or show me locations using their fingers.
  • Superman Fit Deck: Each child gets a turn selecting a week (written on slips of paper in a bag). The child who pulled the paper answers the history question from that week. The next child answers the science question from that week, and then we move down the line until we get through all the subjects. Then the child who picked the week card gets to pull a random exercise card (I use FitDeck Junior Superman cards) & everyone does 10 of whatever is on the card. Then have the next child in line select a week and repeat the process again.
  • Note: I always give children the option of reciting by themselves, reciting with a prompt from me, reciting with help from the entire class, or reciting with just me.

It is a blessing getting to watch the sweet relationships growing between the children in our class! I'm including a photo of them playing so nicely together during snack time.

If you have not yet done so, please pack an old t-shirt or smock to cover your child’s clothing for fine arts for the next few weeks as we’ll be using paints.

It would be super helpful if you could make sure your child visits the bathroom before morning assembly.

Would you like a little bit extra? 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: Kinds of Rock.

This week I will be praying for each of your children. My prayer is that through our time at CC, God will teach them to follow after righteousness, faith, love, and peace. (2Timothy 2:22)

Making Sedimentary Seven Layer Bars was one of the activities we did this week and is included in the above link: Science Morning Basket: Kinds of Rocks.

Making Sedimentary Seven Layer Bars was one of the activities we did this week and is included in the above link: Science Morning Basket: Kinds of Rocks.

© 2019 Shannon


Shannon (author) from Florida on January 14, 2019:

You're welcome! I'm so happy you found this to be helpful!

BlessedMom4 on January 14, 2019:

Thank you Shannon for sharing your tutor ideas!

This is my first year tutoring and these details are very helpful!

Blessings to you and your family!

Related Articles