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CC Cycle 1 Week 17 Plan for Abecedarian Tutors

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

Classical Conversations Cycle 1 Week 17 Abc Tutor Plan

Classical Conversations Cycle 1 Week 17 Abc Tutor Plan

This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 17 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.)


• Flash the cards, while singing card titles 1, 2, & 3, then 1-5 card titles, then 1-7 card titles.
• Mix the cards up on the table. Have each pair of children get a turn trying to put the timeline cards in order on the table while we sing the song together slowly. (If you have a smaller class, you can let each child do it individually.)


***Parent Helper: Pass out a paper square to each child.***

  • I chant and do box step foot motions while the children listen.
  • Step on each corner of the square as we chant:

The area – step with left foot on top left corner
of a square – step with right foot on top right corner
equals length of its side - step with left foot on bottom left corner
squared. – step with right foot on back right corner

  • Repeat 6 times, going faster each time.


  • Use Llama Llama Latin Llama with a 2 birthday candle, llama puppet, & Puss in Boots puppet (picture printed from online & pasted to a large craft stick). On her 2nd birthday, Llama Llama Latin Llama gets a knock at the door one day, and it’s an old friend who has come to visit her! It’s Puss in Boots! She’s so excited, she cheers, “Look! Eee! A friend for me!” That helps us remember how the 2nd declension noun endings sound! (Note: The Look & Puss part helps us to pronounce the –u sound correctly. The –ee part will help us distinguish this “-us” from the 4th declension “-us” endings by identifying the genitive singular ending.) (Idea came from CCC user rtseely)
  • Go through each motion from Dana Johnson and then add one at a time, repeat with all before it. When we do singular, we’ll use 2 fingers on one hand. When we do plural, we’ll use 2 fingers on both hands. I say and then kids repeat with song and motions after each one.
  • us: like puss so swipe your cheek like showing whiskers
    i: like in knee, so point to knee
    o: like an o, trace it in the air ---start from beginning of singular
    um: like a vacuum so push 2 fingers back and forth like vacuuming --- start from beginning of singular
    o: like an o, trace it in the air --- start from beginning of singular
    (3X and then sing “Singular Second Declension”)
    i: like in knee, so 4 fingers point to knee
    orum: like an oar that’s rowing ---start from beginning of plural
    is: like geese flying: flap arms with 4 fingers extended ---start from beginning of plural
    os: like you’re closing a door, so pretend to close a door with 4 fingers
    is: like geese flying: flap arms with 4 fingers extended again ---start from beginning of plural
    (3X and then sing “Plural Second Declension)
  • Sing one time through.


(Ahead of time underline 8 words in the sentence on the board.)

  • Sing the history sentence while children listen.
  • Each child gets a turn erasing one of the underlined words. Then we sing it together after each time.


  • I chant & do motions while the children listen.

Volcano – arms up over head with tips of fingers together
Magma - palms facing down by waist and wiggle fingers
Vents - elbows bent and hand flat and facing up like you’re asking, “Why?”
Lava- hands together down by waist and come up and out like spewing lava
Crater – arms up over head with hands cupped
Gases – arms straight up with fingers wiggling by head in the "air"

  • Allow each child to pull out a craft stick with a silly voice on it and chant using that silly voice: squeaky mouse voice, robot voice, kingly voice, cowboy voice, T-rex voice, soldier voice, & whisper butterfly voice
Scroll to Continue


  • I chant while the children listen.
  • Vary who chants it: Children say it with me. Girls say it. Boys say it. Right table says it. Left table says it. Everyone says it.
Discovering Great Artists Michelangelo Activity

Discovering Great Artists Michelangelo Activity

*Optional: If desired, watch the CC Livermore Tutor Videos (posted below) ahead of time to get an idea of what you can do.*

  • Have parents assist children in putting on over-sized shirts (brought by parents) to act as smocks.
  • Show a plastic Easter egg. Which artist made his paint using eggs? (Giotto). Now show a penny (which has a relief). Which artist decorated doors for a church in Italy using reliefs? (Ghiberti). Show the toy golden ring. Which artist painted golden halos around the heads of people to show their inner goodness? (Fra Angelico). Show a toothpick Which artist loved making woodcuts? (Albrecht Durer)
  • Show a paintbrush, but hold it upside-down so the bristles are pointing toward the ceiling. The artist we're learning about today is famous for painting a ceiling. His name was Michelangelo.
  • Read parts of the book Michelangelo (Getting to Know the World's Greatest Artists) by Mike Venezia or use a bio written out by Sherri Ellis (on the Classical Conversations Facebook page -- NOT CC Connected. It's in the files section from January 2016 and is called Michelangelo Story Cards.pdf .)
  • Allow the children to each paint a picture on a paper that has been taped under the table. I let them paint anything. If I were to do this again, I would print off pictures of the the fingers touching (the part of God creating Adam) and had them paint that.
  • If you are doing the fresco project, you can find great ideas from .
  • Fun tidbit you can add in: Contrary to popular belief, Michelangelo painted the Sistine Chapel in a standing position. When they picture Michelangelo creating his legendary frescoes, most people assume he was lying down. But in fact, the artist and his assistants used wooden scaffolds that allowed them to stand upright and reach above their heads. Michelangelo himself designed the unique system of platforms, which were attached to the walls with brackets. The impression that Michelangelo painted on his back might come from the 1965 film “The Agony and the Ecstasy,” in which Charlton Heston portrayed the genius behind the Sistine Chapel’s ceiling. (This information is from .)


  • 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: Silence: Have at least one silent pause on purpose. Make no hum, um, or other sounds while trying to recite your poem or between sentences or thoughts. 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: Smile at least one time at the beginning of your speech and one more time during your speech to create a friendly rapport with your audience.
  • 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 Science Activity # 138 - Rock Bridge

VanCleave Science Activity # 138 - Rock Bridge

*If desired, watch CC Livermore Science Experiment video (posted below) ahead of time to see the activity being done.*

#138 - Rock Bridge


  • Place 2 chairs about a foot apart. Lay out 13 books. Tell the children to try to work together to use the books to make a bridge that connects the chairs. Give them 1-2 minutes to see what they can do.
  • Ask, “What do you learn from that?”
  • Some bridges are made by people and some bridges were made when water rapidly receded, or went down, after the Flood, as the sedimentary sandstone was eroded away. Some bridges are made when ocean water gradually erodes away rock. We call these natural bridges. They are pretty amazing to see.
  • One of the most famous ones in American is Rainbow Bridge in Utah. [Show a picture of it.] Do you think you could walk across that?
  • What are the three kinds of rock? (sedimentary, metamorphic, and igneous). Which type of rock do you think might weather away and erode the easiest? The softest one…sedimentary.
  • Why do you think it can stay that way and not collapse? Let’s find out!


We will not use nails, glue or any other material to hold our bridge up or together. How many of you think that we can make an arch bridge to connect these two chairs with just these two materials?


  • Move the chairs about 1 foot apart (if the children moved them).
  • Lay one book on each chair with the edge of the books even with the edges of the chairs.
  • Let children help stack books on top of each other so that each book extends farther over the edge than the one below it. Let each child have a turn laying down a book. Show them where to put it. It will still work even if they are not perfectly straight. Continue stacking the books until the top book overlaps the stack from both chairs to form a bridge.
  • *Before you place the last book on top, ask the children to form another hypothesis. Ask, “What do you think will happen when we put this last book on top?"


No part of the bottom books overlaps the edge of the chair. Each book above the bottom book extends over the chair’s edge until the top book is completely past the edges of the chairs.


  • Why doesn’t it all come crashing down? All objects act as if there is one special spot where all of their weight is located. This spot is called the center of gravity.
  • Let’s play with your center of gravity. Everyone needs to stand on one foot. Now lean over. Keep leaning over. Is it hard to stay standing? You have to make adjustments to your center of gravity. What would happen if I pushed you? You’d probably fall over, wouldn’t you?
  • Now stand with both legs firmly planted on the ground. Your center of gravity is right here in the middle of your body. Your legs are like the natural bridge.
  • The book bridge is supported because the center of gravity of each side of the bridge is over a chair. Each of the books overlaps the one below. Since the overlapping is consistent, the center of gravity stays the same. This allows the bridge to remain balanced without any help. In nature, natural rock bridges are formed by weathering and erosion processes. These bridges balance themselves the same way that your book bridge did. The particles of a natural bridge overlap in such a way that they place the center of gravity of the structure over the supporting sides of the mountain and other rocky places.
  • This design is known as an arch bridge. Arch bridges are very strong and stable because of their design. The weight is evenly distributed across an arch bridge and down straight into the ground. Arch bridges are beautiful and ancient Romans used them extensively in their building projects.

Bible Application

(from Mrs. Whizzle) The Rainbow Bridge is a great example of God's greatness. It is able to stay standing because it balances itself the same way your books did in your experiment. What took us a lot of thinking to do on a small scale, God is able to do easily on a grand and beautiful scale. Some of the most beautiful things come from wearing away. Sometimes things in our lives may feel like they are wearing us away or tearing us down. However, God always has a plan and purpose. Sometimes some of the most beautiful moments come from the trials or difficulties in our lives. James 1: 2-4, 12 “Consider it pure joy, my brothers, whenever you face trials of many kinds, because you know that the testing of your faith produces perseverance. Let perseverance finish its work so that you may be mature and complete, not lacking anything…Blessed is the one who perseveres under trial because, having stood the test, that person will receive the crown of life that the Lord has promised to those who love him.”

(The above script is based on the one created by former CCC user Rruggles.)

This video includes the above activity plus another activity that was dropped in the 5th edition.

  • 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 11-17. Have children tell me or show me locations using their fingers.
  • Valentine’s Heart Hunt: I cut out 21 red construction paper hearts. On one set I wrote out the subjects. (One has Latin, one has Math, etc.) On two sets I wrote the numbers 11-17. A parent helper will hide one of the sets of numbered hearts around the room. All the children will find one heart and then sit down. Child #1 will pick one of the subject hearts. We will review that subject. The children will answer from the week number that is on the heart that they found. (Meanwhile, a parent helper will be hiding the second set of numbered cards.) Repeat until all subjects have been reviewed.

I am so proud of each of your children. They are such sweet blessings to have in class! I am so impressed with how well they are doing with review. I think everyone was able to recite most of the history sentences. It shows that you're doing a great job reviewing with them!

Next week will be our last week of art, and we will be painting again. Please pack a t-shirt or smock if you would like to protect your child’s clothing.

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 history sentence: History Morning Basket & Activities: Amazing Aztecs .

This week I will be praying for each of your children that through our time at CC they will “grow in the grace and knowledge of our Lord and Savior Jesus Christ” (2 Peter 3:18). Please let me know if there are any specific prayer needs I can join you in praying for.

Creating Montezuma's headdress & Cortes Conquistador masks were two of the activities we did this week at home during our History Morning Basket & Activities time from the above link on Aztecs.

Creating Montezuma's headdress & Cortes Conquistador masks were two of the activities we did this week at home during our History Morning Basket & Activities time from the above link on Aztecs.

© 2019 Shannon

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