Skip to main content

CC Cycle 1 Week 20 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 20 Abc Tutor Plan

Classical Conversations Cycle 1 Week 20 Abc Tutor Plan

This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 20 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.)


  • Again show Llama Llama 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! (The idea came from CCC user rtseely)
  • Go through each motion from last week while singing through each part 1 time & not repeating:

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
em –sign language m – take 3 fingers and fold them over your thumb
e – like in net - toss fingers out and pull back in like you’re catching something with a net
(1X and then sing “Singular Third Declension”)
Es – “ace” – so form body like capital A
um –like vacuum
ibus – like you’re driving a bus – pretend you’re moving the steering wheel
es ---“ace” – so form body like capital A
ibus --– like you’re driving a bus – pretend you’re moving the steering wheel
(1X and then sing “Plural Third 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.

Note: I changed the e sound to be like a net rather than a gagging sound.


• I sing to the tune of Ring Around the Rosie while the children listen.
Ring-a-round the rosie === The circumference of a circle
A pocket full of posies, === equals two times pi
Ashes! Ashes! === (3.14)
We all fall down == times the radius.
• The children sing it with me twice.
• Sing while doing Ring Around the Rosie actions (holding hands, walking in a circle, & then falling down at the end). Repeat 3 more times.


  • Chant the science sentence 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 will be using the motions from Dana Johnson and including the song & visuals from Heidi Stauff, posted below.


  • 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.
  • Speed Chants: Children say it with me really slowly. Say it slowly. Say it regular speed. Say it fast. Say it super fast. Say it super duper silly fast.


•Sing and do the motions while the children listen.

Scroll to Continue

•Sing and do the motions while quickly explaining each motion:

1910 = 2 hands together with head on hands like going to sleep at night. (Night & nine both start with the same letter.) Then hold up all 10 fingers for 10.
Mexican Revolution = Spin in a circle
Pancho Villa = ASL sign for V – Index and middle fingers up
Emiliano Zapata = Big ASL Z sign - trace a Z in the sky
fought the federales = Punch your fists
land = Right hand palm down, circle around like you’re wiping off a table
liberty = Liberation sign: Slave wrists tied together, broken free, and then fists held up
Vary who sings it: Have everyone sing & do the motions with me 2 times. Have everyone do the motions but only the girls sing it with me. Have everyone do the motions but only the boys sing it with me. Have everyone sing it & do the motions.

Handel Water Music

*Parent helper: While I am reviewing instruments, draw 4 simple houses on the board. Draw 2 that look the same, one that looks different, and then one that looks just like the first two. Write A under each of the houses that look the same and B under the house that looks different so that you have AABA written on the board.

Review Music Period

  • Last week, we learned that the Baroque Period of music history. [Do the timeline motion for Baroque Period of the Arts: Palm-out flattened O-hands alternately twist while putting up decorations.] Baroque Period of the Arts was music was circa 1650 to circa 1750. It's characterized by emotional, flowery music written within very strict forms. Two famous Baroque composers are George Frederic Handel and Johann Sebastian Bach. Today we'll be listening to a song by George Frederic Handel.

Review Groups of Instruments

  • We also learned about different kinds of instruments from the Baroque Period. Who can name one of the groups?
  1. Strings: [Show a picture of string instruments] Strings are a group of instruments voiced by tightly stretched strings that are strummed OR scraped with a bow OR plucked (as in the case of the harpsichord). They include the violin; the viola, which is larger than a violin; the cello, which requires you to sit down; the bass, which requires you to stand up; and the harpsichord, which looks like a piano but the strings are plucked. What group of instruments are these? Yes, string!
  2. Woodwinds: [Show a picture of some woodwind instruments & name them] Woodwinds are a group of wind (blown) instruments with finger keys to adjust the size of the wind aperture, which produces different notes. One woodwind instrument that you know how to play is the tin whistle. What group of instruments are these? Yes, woodwinds!
  3. Brass: [Show a picture of some brass instruments & name them] Brass is a group of instruments that produce loud, sustained sounds by air forced through the mouthpiece and tubing. During the Baroque Period, the brass instruments were the trumpet and the French horn. What group of instruments are these? Yes, brass!
  4. Percussion [Show a picture of some percussion instruments & name them] Last week, you also learned about percussion instruments, but during the Baroque Period, there were no percussion instruments! Let's review them anyway. Percussion instruments are struck or shaken to vibrate a skin (drums), metal (cymbals, triangles, gongs), or strings (piano). What group of instruments are these? Yes, percussion! Did they use these percussion instruments during the Baroque Period? (No.)
  5. Conductor: Do you remember how last week Mrs. [Tutor Mom] acted like the conductor? Where did she stand? (In front of everyone.) What did she do? (Instructed which groups of instruments to play.) During the Baroque Period they didn't really have conductors like they have today. Sometimes the harpsichordist would lead the orchestra.

Introduction to Sonata

  • Sonata: Handel followed a specific "recipe" when he wrote Water Music. It;s a sonata. Say, "Sonata." This is the recipe: AABA. [Point to the houses on the board.] We're going to hear the same type of notes. Then we're going to hear them repeated again. Then we'll hear something completely different. Then we'll hear that first theme again.
  • His recipe will kind of be like this: {Clap. Clap. Clap-clap-clap.} {Clap. Clap. Clap-clap-clap.} {Clap. Clap. Stomp. Clap-clap.} {Clap. Clap. Clap-clap-clap.}

Listening to Handel’s Water Music

  • Now we're going to listen to Handel’s Water Music. Try to hear that Sonata Recipe of AABA. (I point to it on the board as we listen.) I also held the flowchart created by CCC user brandyferrell in front of them and uses a marker to trace the song’s progress on it. (If you had a older group, you could give them their own copy, but my younger abc classes were never able to follow the chart on their own.)
  • What instruments did you hear? (violins, flute, horns, trumpets, etc.) We're going to listen to it again. This time the boys get to pretend to hold your bow and play the string instruments whenever you hear them. The girls get to pretend to play the instruments you'd play using your mouth, the woodwinds and horns, such as the flute, recorders, oboes, bassoon, horns, or trumpets.
  • Play the whole song through again. When they hear their instruments, they should pretend to play. (I participated as well so they'd get an idea of what to do.)

(This script is mostly from Cheryl Krichbaum and her retired music instructor dad, Roger C. Towler.)


  • 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: Stand still ad straight with shoulders relaxed and head high. Hips stay pointed to audience and feet are 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: Sound: Use appropriate volume, inflection, and tempo. Speak using a volume so that the whole room can hear you. Vary your inflection; don’t use a monotone voice. Don’t speak too fast or too slow.
  • 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.


Layers of the Geosphere


  • Psalm 24:1a says, "The earth is the Lord’s and everything in it..." Who owns the world and everything in it? (God) Who created it? (God) God created everything on the earth and created the perfect environment for life here on earth. Today, we’re going to create a model of this home that God created for us human beings.
  • What are some parts of the geosphere? (Recite the science sentence from week 13 together.)


Let’s start inside the earth: the core, mantle, & crust. (Pass out the 3 colored circles.)

  • Crust (red): Where do we live? (the crust) The crust is the topmost layer of the earth, where we live, is floating on a sea of magma, made of several large pieces of earth called tectonic plates, very thin, like the peel of an apple
  • Mantle (orange): Just under the crust, liquid,
  • Core (yellow): center of the earth, hottest part, inner and outer core
  • Glue them together to create a model of the earth.

Spheres of Earth

  • Pass out a copy of the earth. Color the land on your earth green and the waters blue. As they color, say the following:
  • Hydrosphere, Biosphere, Atmosphere - What word do you hear in each of those words? (sphere) Do you know what a sphere is? A sphere is like a ball.
  • Hydrosphere: (hydro means water) All water that is on the earth, oceans, rivers, creeks, etc and rain once it’s release from cloud
  • Biosphere: (bio means life) All living things including plants, animals, & people
  • Atmosphere: (atmos means vapor) All the gases and weather like clouds

Reveal the Layers

  • Now we have our core, mantle, crust that we’ve put together and our hydrosphere and biosphere. Where is the first part in relation to this earth we’ve just colored and labeled? (Underneath. The land and ocean floors are actually the crust.)
  • For our model, we are going to cut out a pie shaped piece from our earth to reveal the layers underneath.
  • Glue the earth on top of the layers.
  • Point to your core, mantle, crust, hydrosphere, & biosphere. Very good!


  • What are some parts of the atmosphere? (Recite the science sentence from today together.)
  • God created this wonderful earth and surrounded it with a very special blanket. Who remembers which sphere we haven't added yet? (atmosphere) The different spheres in our atmosphere are filled with gases that make life possible on the earth.
  • Pass out the atmosphere sheet. Lead children in drawing simple pictures in each layer:
  1. Troposphere: Draw a cloud and some blue dots for rain in the troposphere. What do you see when you look into the sky? (clouds, blue, sun) You're looking into our closest layer of the atmosphere, the troposphere. This is where we see clouds and from where the rain and snow fall.
  2. Stratosphere: Draw an airplane in the stratosphere. Who has seen an airplane flying in the sky? Airplanes fly here to get out of the turbulence, or bumpy, windy weather of the troposphere. This layer also contains ozone which absorbs a lot of harmful radiation from the sun, though some of them still get through – which is why your parents might put sun block lotion on you before you go outside. Draw some dots to depict ozone catching UV rays.
  3. Mesosphere: Draw a meteor burning up on their way down to earth.
  4. Thermosphere: Draw a satellite in the Thermosphere and some colorful lines to represent the Aurora Borealis. Thermo means hot. It is very hot there. Way up near the top of the earth and way down near the bottom of the earth you can sometimes see some colorful lights in the sky called Aurora Borealis. That happens in the thermosphere. This is also where some satellites and the international space station orbit.
  5. Exosphere: Color this gray. Let's add another satellite here. The exosphere is where the atmosphere of the earth blends into outer space. There can be satellites roaming around here.

(This is based on scripts from CCC users Noellakim and Rruggles. Also check CCC to see if they still have the document from user TammyOostdyk.)

  • 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 14-20. Have children tell me or show me locations using their fingers.
  • Nerf Complete Review: Ahead of time place a sticky note under each child’s seat. Each sticky note will have a different subject on it. Each child will get a turn to find the sticky note under their chair. We will review all the grammar in that subject from weeks 14-20 together as a class. Then all the children will get to line up at the “firing range” and shoot 3 bullets at the targets drawn on the board. The next child will find their subject. While we review that subject, helping mom/dad will reload the guns. Repeat until all subjects have been covered. *Make sure that Timeline is last.

I truly feel blessed to be a part of your lives and a part of this amazing CC community! It was a delight getting to hear each of the children recite a memory verse or poem this week! They each did an amazing job!

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: Mexico & the Mexican Revolution (A Fun Review of the Country of Mexico).

This week I will be praying for each of your children. My prayer is that through our time at CC, they will develop a willingness and ability to work hard at all that they do “as working for the Lord, not for men.” (Colossians 3:23) Please let me know if there are any specific prayer needs I can join you in praying for.

Creating a traditional Mexican meal was one of the activities we did this week at home during our History Morning Basket & Activities time from the above link on Mexico & the Mexican Revolution.

Creating a traditional Mexican meal was one of the activities we did this week at home during our History Morning Basket & Activities time from the above link on Mexico & the Mexican Revolution.

© 2019 Shannon

Related Articles