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CC Cycle 1 Week 18 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 18 Abc Tutor Plan

Classical Conversations Cycle 1 Week 18 Abc Tutor Plan

This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 18 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.)
***Parent 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.)


  • Sing the history sentence and do motions (shown in below video) while children listen.

1000 = Hold up 1 finger
1450 = Hold up 1 finger on right hand and 4 on left hand (for 14)
Three = Hold up 3 fingers on your right hand
Mound = Have your 3 fingers go straight, over a mound, and then straight again, all while in front of your body
Adena = Hands above head with tips touching (A like in YMCA)
Hopewell = Hands above head with arms parallel (H in YMCA-style)
Mississippians = Hands above head with hands touching shoulders and elbows up (M in YMCA-style)

  • Get louder: Children sing it and motion with me. Sing it softly like a whisper. Sing it kind of softly. Sing it loudly. Sing it super loud. Sing it in a regular voice.

The song playing is from the 4th edition (AD is said after 1450 rather than before), but it doesn't affect the motions.


  • I chant using a slap/clap rhythm (clap my hands and slap my thighs) while the children listen.
  • Speed up: Children chant 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.


  • 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.)


  • I chant and do motions while the children listen:

The area of a triangle = form a triangle with your index fingers and thumbs
Equals one half = pretend to karate chop something in half
Base = point downward with both hands
Times height = jump up as high as you can with right hand in the air like making a lay-up in basketball

  • 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, butterfly whisper voice, & snake hissing voice.

The motions for the triangle start at 30 seconds into the video.


  • I chant while children listen.
  • Children chant it with me.
  • Each child gets a turn jumping a hopscotch sequence on the floor while the rest of the class recites the sentence. (I use construction paper squares taped to the floor. I’ve seen photos of some tutors who use an old bed sheet with a hopscotch setup drawn in sharpie marker.)

(*At home, we will be learning this using the song from The Home Video Variety Show, as shown below.)

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  • Again show Llama Llama Latin Llama with a 2 birthday candle and llama puppet. On her 2nd birthday, 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)
  • Everyone together will sing and use motions from Dana Johnson that were taught last week. We will only sing through singular and plural one time each. When we do singular, we use 1 hand. When we do plural, we’ll use 2 fingers on both hands.
  • 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
    um: like a vacuum so push 2 fingers back and forth like vacuuming
    o: like an o, trace it in the air
    (1X and then sing “Singular Second Declension”)
    i: like in knee, so 4 fingers point to knee
    orum: like an oar that’s rowing
    is: like geese flying: flap arms with 4 fingers extended
    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
    (1X and then sing “Plural Second Declension)
  • Let each child have a turn "leading" the class by singing it into a toy microphone. Again, we will only sing through the singular and plural declension one time each.

*The helping parent can number the strips ahead of time for the El Greco picture we'll be using for the art activity.*

  • 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. Which artist is famous for painting the ceiling of the Sistine Chapel? Michelangelo)
  • Show a small person made out of play-dough and then stretch out the body. Today's artist, El Greco, painted people in an elongated, or stretched out fashion.
  • Summarize the book El Greco by Mike Venezia while flipping through the pages.
  • Give each child the printed out sheet of El Greco’s son lined from (The strips should be numbered ahead of time by a helping parent. If not, number them now.)
  • Have the children cut out the picture along the lines.
  • They should use a glue stick to put glue all over the paper. Them paste the strips on the paper, leaving spaces between them.
  • Use a black crayon or marker to fill in the missing lines.
  • Use a sheet of tracing paper to draw the elongated picture, or cover the sheet with a blank sheet of paper, tape the 2 papers to the window, and have the children use a black crayon to trace their elongated painting of El Greco's son.
  • Allow students to use watercolor paints to paint their elongated drawings.


  • 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: 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. 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: Incorporate the skills we have learned so far: Good posture, volume, eye contact, pauses, and smiles.
  • 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.


*If desired, watch Classical Conversations of Mt Pleasant video (posted below) ahead of time to see the activity being done.*

Activity #140: Push Up

Introduce Experiment: Sponge Demonstration

  • Cut a kitchen sponge into pieces so that each child can hold a piece.
  • Hold the sponge flat on the palm of your hand. When left alone, a sponge stretches out to its full size.
  • Now squeeze your sponge. As you squeeze down on the sponge, what happens? How small can you make it? Can you hide the sponge entirely within your hand?
  • When the sponge is squished up as tightly as you can make it, how does it feel? The sponge should feel hard and tight.
  • Stop squishing your sponge and to hold it flat again. As you let go of the sponge and it once again takes its original size and shape, how does it feel? In this state, it should feel soft again.
  • For week 13 we learned about some parts of the geosphere. What are they?
  • For week 20 we are going to learn about the atmosphere. (Recite the science sentence for week 20.) The atmosphere is similar to a sponge in that it can be compressed, or squished up.
  • What did we just learn about air: does it have weight? Yes! [Hold a piece of sponge in your hand and slowly press down on it with your other hand as you speak.] The weight of the air above compresses the air below tighter and tighter. The lower we travel down into the atmosphere, the more weight there is above, and so the tighter the air is squished or compacted.
  • [Very slowly release the pressure from your hand on the sponge so that it gets back to its original size as you speak.] The higher we travel into the atmosphere, the less air there is above and so the less weight there is pushing down. As a result, the air is less squished up, or less compact. (This sponge section is mostly from Mrs. Whizzle - File section of Tutor FB page)
  • Can we see air? No, but we can see the dust or rain blowing around in it.
  • Can we feel air? Not really, we can sense its temperature but the only time we can “feel” air is when the wind is blowing.
  • Take your left hand and rest it upon the table. Now take your right hand and rest it upon your left hand… you feel the slight sensation of weight on your left hand?
  • Did you know that the air around you exerts pressure on you? Can you feel the pressure/weight? No.
  • Well, if you can’t feel air pressure then can you prove that it exists?

Procedure #1

  • Fill the bowl 3/4 full with water.
  • Turn the glass on its side and push it beneath the surface of the water. The glass should fill with water.
  • Keep the glass under the water and turn it so that its rim/mouth points down.

Hypotheses #1

Let’s form our hypothesis: If I lift this glass part way, what do you think will happen? Who thinks the water in the glass will stay in the glass? Who thinks it will all pour back into the bowl? Who thinks it will partially empty into the bowl?

Procedure #2

  • Slowly lift the glass leaving about 1 inch (1.25 cm) of the mouth under the water’s surface.
  • Ask, “What happened?” and “Why do you think that happened?”
  • Allow children to each feel the pressure on the glass.

Procedure # 3 (Optional) (This is really fun, and does work most of the time!)

  • Once again turn the glass on its side in the bowl of water to fill it with some water. [Experiment ahead of class time to see how much you can fill the glass and still keep the index card on without spilling.]
  • Lift glass out of water and cover the mouth with the index card
  • Hold the index card in place with your fingers and flip the glass upside down over bowl.

Hypotheses #2

Let’s form another hypothesis: If I remove my fingers from this index card, what do you think will happen? Who thinks the water in the glass will stay in the glass? Who thinks it will all pour back into the bowl?

Procedure # 4 (Optional)

  • Remove hand from the index card. The card should stay in place without the water spilling.


The air pushing down on our earth extends upward hundreds of miles (km). The pressure (or weight) of this air is called atmospheric pressure. [Have the children say, “atmospheric pressure.”] This pressure is great enough to support the weight of the water inside the glass. Thus, the water level inside the glass remains higher than the water level in the bowl. This same air pressure also held the index card in place under the weight of the water even though nothing was holding it. Does anybody remember how many pounds of pressure our atmosphere exerts per square inch? 14.7 pounds! That’s about the weight of two whole gallons of milk per square inch of our bodies. Why don’t you go about your day feeling weighed down? You don’t feel it because God perfectly made your body to push back with the same amount of pressure. (This script is from former CCC user rruggles.)

Activity #142: Updraft

  • Continue on with activity #142: Updraft, following the directions in the Van Cleave Book. Allow each child to have a turn, though we found that baby powder sprinkled over the lamp works all the time but the paper doesn't always work.
  • Turn on a lamp without a shade and make sure it has an older style bulb that heats up. Have it stay on for at least a minute to give it time to heat up. Ask the children what they think will happen when they put the paper (or baby powder) over the lamp bulb.
  • Hold the paper next to the lamp and/or sprinkle some baby powder next to the lamp. Ask, "What happens?" (The paper or baby powder falls on the table.)
  • Let each child hold their paper over the lamp or lightly sprinkle baby powder above the hot light bulb and watch as it bounces upward. Remind them to be careful because the light bulb is hot.
  • This shows you the hot air rising and creating wind.

Biblical Application

Share the Biblical application from : Oftentimes we don’t notice what’s around us (as in the case of air, which has weight and exerts upon us pressure that we don’t even notice). Being attentive means we watch and listen carefully and notice what’s around us. Being attentive and listening to advice is wise and will add to our learning. Paying attention to God’s Word will protect us and guide us throughout life. Proverbs 12:15 says, "The way of fools seems right to them, but the wise listen to advice." What do you think that means?

Do you have extra time?

Read the book Air Is All Around You by Franklyn M. Branley.

  • 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 12-18. Have children tell me or show me locations using their fingers.
  • Snowball fight: Let one child pick a subject. Go through weeks 12-18 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.

I am so grateful for each of your families and how you share your unique gifts to enrich our CC community!

Can you believe that we are about to embark on our last 6 weeks?!? We will be switching gears from artists (so t-shirt smocks are no longer needed) to orchestra during our fine arts period, and we have some exciting activities for our science period!

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: Types of Ocean Floor.

This week I will be praying for each of your children. My prayer is that through our time at CC, they will learn to “be generous and willing to share [and so] lay up treasure for themselves as a firm foundation for the coming age.” (I Timothy 5:18-19) Please let me know if there are any specific prayer needs I can join you in praying for.

Creating an ocean floor pie crust was one of the activities we did this week at home during our Science Morning Basket & Activities time from the above link on Types of Ocean Floor.

Creating an ocean floor pie crust was one of the activities we did this week at home during our Science Morning Basket & Activities time from the above link on Types of Ocean Floor.

© 2019 Shannon

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