Former abecedarian CC tutor (iijuan12), former history teacher, & currently a Christian homeschooling mama of 9 blessings
This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 19 abecederian class. I have included all the subjects including new grammar, fine arts, 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.)
- I chant while children listen.
- Allow children to each roll the music dynamics cube & chant using that music dynamic: staccato, crescendo, diminuendo, legato, forte, & piano.
- I chant while children listen.
- Chair Chants: Have children stand up with their chair next to them and chant it with me. Have them step on to their chair & chant it. Have them step down from their chair & chant. Chant while standing in chair. Chant on ground. Chant while standing in chair.
- 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, fish voice (rub your index finger up and down over your lips as you say it), gorilla voice (beat your chest with your fists as you say it), stick out your tongue and sing it, butterfly whisper voice, & T-rex voice.
(*At home we are using the hand motions from Dana Johnson, posted in the video below.)
This is the 4th edition song, but it doesn't affect the hand motions.
• Sing through the song one time, laying the cards in order, face up on the table.
• Allow each child a turn to use a fly swatter to swat the individual TL cards as we all sing the song together.
- Use Latin Llama with a 3 birthday candle, llama puppet, & snake puppet*. On her 3rd birthday, Latin Llama's friend, Hiss the Snake, gave her a birthday gift of various aces. Together they had fun playing “Go Fish!” together. Various, hiss, and ace help us remember how the 3rd declension noun endings sound! *To make the snake puppet, I printed off the image of Hiss the Snake from Robin Hood and made it into a stick puppet by taping the picture onto a craft stick. I taped a picture of aces (playing cards) to the snake puppet.*
(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 3 fingers on one hand. When we do plural, we’ll use 3 fingers on both hands. I say and then kids repeat with song and motions after each one.
- various – wiggle fingers like you have various ones
is: fingers in front of mouth like fangs: like the snake says hiss
i: like in knee, so point to knee ---start from beginning of singular
em –sign language m – take 3 fingers and fold them over your thumb-start from beginning of singular
e – like in net - toss fingers out and pull back in like you’re catching something with a net - start from beginning of singular
(3X and then sing “Singular Third Declension”)
Es – “ace” – so form body like capital A
um –like vacuum -start from beginning of plural
ibus – like you’re driving a bus – pretend you’re moving the steering wheel
es ---“ace” – so form body like capital A - start from beginning of plural
ibus --– like you’re driving a bus – pretend you’re moving the steering wheel -start from beginning of plural
(3X and then sing “Plural Third Declension)
- Sing without CD.
Note: I changed the e sound to be like a net rather than a gagging sound.
- I sing while the children listen. I use the tune Clementine by Classical Conversations of Morgantown (posted in the below video). I added a clap after the song.
- Have the children sing it with me, adding a clap after the song.
- Circles (adding a clap after each time): Sing it while doing arm circles forward, while doing circles backward, while circling with your right leg (while holding on to your chair for balance), while circling with your left leg, & while circling your hips (like you're using a hula hoop)...which should be fun and silly.
We will be doing this together as a group, and I won’t be leading it. We had everyone meet together and sit in seats that were set up like an orchestra. We then went through each of the sections and then listened to some of the different instruments played (some real instruments and some from on the computer). If you are leading this, you can use the script by CCC user scottooth if it is still on CCC.
- 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: Incorporate the skills we have learned so far: Good posture, volume, eye contact, pauses, and smiles. 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.)
- Next week’s skill to work on: Posture: Stand still ad straight with shoulders relaxed and head high. Hips stay pointed to audience and feet are planted.
- 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.
Making Salt Crystals
*Note: We did this as our director instructed us and attempted to make salt crystals, which we didn't get to see until the next week. If you'd like to have the children see the crystals form before class is over, make borax crystals and do it as soon as class starts (before new grammar). In each cup combine 1 cup of HOT water with 4 Tbsp. borax. Add a pipe cleaner attached to a stick. Don't disturb it until the end of class after review time.*
- What are the 3 types of rocks? (sedimentary, metamorphic, igneous) As magma and lava cool to form igneous rocks, they form crystals. Today we are going to make rock candy. By making rock candy, we will grow crystals of our own – sugar crystals.
- Crystals have an ordered, three-dimensional arrangement. One eaxmple of a crystal is the diamond in my ring. (Show your ring.) A diamond is a kind of crystal that the hardest mineral on the MOHS scale, which we’ll learn about in a few weeks. Did you know that lots of saws actually have blades made from diamonds?
- As you stir together your salt crystal solution, explain: In order for crystals to form, we are going to have to supersaturate the solution. Say, "Supersaturate." Supersaturate means we are going to have to add as much salt as possible in the water. That will make a saturated solution. Once several of the salt molecules stick together, they attract other molecules to join them. This slow process is how the crystal "grows."
- It takes a while for crystals to form. If we cool it really quickly, crystals won’t form. We are going to let this mixture that I am stirring cool slowly. That will allow for crystals to form. As the salt has more time to crystallize, the crystals will grow larger.
- This is similar to the crystallization of igneous rocks. (Pass around pieces of igneous rock like obsidian and granite if you have them.) When the rocks like the obsidian cool and crystallize above the surface of the Earth, they don't have much time to form large crystals. Igneous rocks have very small (or even nonexistent) crystal structures. When the rocks cool and crystallize below the surface of the Earth where it's warmer, they have a much longer time to form crystals. If you look at this piece of granite, you can see very large crystals.
- Let’s examine more crystals. Pass out magnifying glasses and colored paper to each child. Place different kinds of salt (table salt, Epsom salt, Kosher salt) and sugar on the colored paper. Let them examine the crystals. How do they look similar? Different?
- Biblical Application: Do you know what a geode is? (Show one if you have one, or show a picture of one.) On the outside geodes don’t look like much but if you crack one open you can sometimes find that they are filled with beautiful crystals. Sometimes God likes to hide beautiful things in the places we least expect to find them. Perhaps that is why he tells us that he looks at the heart of a man rather than the outward appearance. I Samuel 16:7b says, "For the LORD sees not as man sees: man looks on the outward appearance, but the LORD looks on the heart."
- (Optional) Allow children to examine rock candy crystal sticks. Tell them that you will be sending one home at the end of class for each of them to enjoy with their parent's permission at home. You can buy them at Cracker Barrel or from amazon .com.
(This script is based on the one from former CCC 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 13-19. Have children tell me or show me locations using their fingers.
- Mystery Bag: Ahead of time place a variety of small toy animals and objects (superhero, rock, Olaf, princess, etc.) in a bag. Have each child answer a subject from week 13. Then have child #1 select an item from the mystery bag. Everyone acts like the object for 10 seconds. I ring a bell and they go back to their seats. Have each child answer a subject from week 14. Then have child #2 select an item from the mystery bag. Repeat. *When reciting the grammar, I always start with the child who is picking them item and we go through the subjects in order. That way each child will be reciting from a different subject each time. I always offer the option for children to answer by themselves, with a prompt from me, or together as a class.
In two weeks we will be attending the Symphony for Children concert series. I hope you will be able to make it! My children have gone in the past and always enjoyed it! It's such a delight for them to get to see and hear the actual instruments, and the symphony does a wonderful job making the event quite child-friendly.
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: Anasazi (Ancient Tribes of the Southwest).
This week I will be praying for each of your children. My prayer is that through our time at CC, they will develop a passion for God, that their souls will crave Him and their hearts will cling to Him. (Psalm 63:8) Please let me know if there are any specific prayer needs I can join you in praying for.
- Cycle 1 Week 1
- Cycle 1 Week 2
- Cycle 1 Week 3
- Cycle 1 Week 4
- Cycle 1 Week 5
- Cycle 1 Week 6
- Cycle 1 Week 7
- Cycle 1 Week 8
- Cycle 1 Week 9
- Cycle 1 Week 10
- Cycle 1 Week 11
- Cycle 1 Week 12
- Cycle 1 Week 13
- Cycle 1 Week 14
- Cycle 1 Week 15
- Cycle 1 Week 16
- Cycle 1 Week 17
- Cycle 1 Week 18
- Cycle 1 Week 19
- Cycle 1 Week 20
© 2019 Shannon