CC Cycle 1 Week 22 Lesson Plan for Abecedarian Tutors

Author:
Shannon
Updated:
Jan 16, 2025

Classical Conversations Cycle 1 Week 22 Lesson Plan for Abecedarian Tutors

This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 22 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.)

Science

Chant the science while the children listen.
Allow children to each roll the silly voice die & chant the science together using that silly voice: Squeaky mouse voice, sing it like a soldier, cowboy, stick out your tongue and sing it, butterfly whisper voice, & T-rex voice.

(At home we'll be learning this using the song posted by The Home Video Variety Show, posted below.)

History

• I sing and explain hand motions (shown in the video below) & they repeat after me.
• Children sing & do motions with me.
• Vary who sings it: Right table sings with me while everyone does motions.
• Left table sings with me while everyone does motions.
• Girls sing with me while everyone does motions.
• Boys sing with me while everyone does motions.
• Everyone sings & does motions with me.

Math

I sing & do hand motions while kids listen. Tune: Shorten’ Bread (Mamma’s gonna buy you some shortenin’, shortenin’…) by CCC user Txmap

The Communicative Law for Addition [Make addition sign with index fingers & move it forward]
A plus B [Make A with arms like YMCA style]
Equals [Optional: Hold arms parallel like an equal sign]
B plus A [Make B by curving right arm with hand under belly and jutting our right knee]
The Communicative Law for Multiplication [Cross arms to make an X]
A times B [Make A with arms like YMCA style]
Equals [Optional: Hold arms parallel like an equal sign]
B times A [Make B by curving right arm with hand under belly and jutting our right knee]

Actions: Sing 6 more times while standing on right leg, standing on left leg, squatting, doing lunges, and spinning around.

Latin

Use Llama Llama Latin Llama with a 4 birthday candle, llama puppet, and a snake puppet with playing cards . On Llama Llama Latin Llama’s 4th birthday, she brought along her friend, “Oos the Moose,” to help celebrate! Latin Llama was excited to be able to introduce her to Puss in Boots! “Puss, this is Oos!” This helps us remember how the 4th declension noun endings sound! (This idea is based on script by CCC user rtseely.)
Go through song and motions once. When we do singular, we’ll use 4 fingers on one hand. When we do plural, we’ll use 4 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
-us: like moose - fingers come out from head like moose antlers
ui: like gooey - rub your fingers on your palm like you have something gooey on them
um: like a vacuum so push 2 fingers back and forth like vacuuming
u: like shoe – touch your shoe
(1X and then sing “Singular Fourth Declension”)
-us: like moose - use both hand to make moose antlers
uum: like you’re grossed out by something (“eww”) in the room (“-oom”) – Hold up fingers in front of face with disgusted look on face
ibus: like you’re driving a bus – pretend you’re moving the steering wheel
-us: like moose - use both hand to make moose antlers
ibus: like you’re driving a bus – pretend you’re moving the steering wheel

Allow each child to stand in front with a toy microphone and lead the class in singing and motioning each one, but only sing through singular and plural one time each.

I changed the ui sound to be like gooey, u sound to be like shoe, and uum to sound like eww and room.

Timeline

• Flash the cards, while singing card titles 1-3, then 1-5 card titles, then 1-7 card titles.
• Which card is missing? Secretly pull one of the cards out. Lay them out on the table. Sing through the song to find out which one is missing. Repeat 3 more times.

Scroll to Continue

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English

I chant while children listen.
Allow children to each roll the music die & chant the linking verbs together using that dynamic: staccato, crescendo, diminuendo, legato, forte, & piano.

Mozart: Piano Concerto no. 22 in E-Flat, Third Movement

In addition to using the wonderful script by FB Aeja Killworth Peterson (in file section of Tutor FB page under name “Mozart”) or on CCC under user name AejaNP, I divided up the class for our Concerto Contest. Half of them pretended to play the piano on the table while the other half pretended to be the orchestra as they pretended to play the violins, French horns, etc. My helper parent and I would jump in and start conducting if some of the children started to get distracted. We made sure to loudly hum Theme A whenever we heard it. I used my copy of the flowchart from CCC user brandyferrell to tell the children what we were hearing or about to hear as we listened to the song. I also drew an arrow on the board to point out which theme we were on. We only had time to listen to the full song one time.

Presentations

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: Eye Contact: Try to make eye contact with at least 2 people for at least 7 seconds each. 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: Silence: Have at least one silent pause on purpose. Make no hmm, umm, or other sounds between thoughts.
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 or Mozart's Piano Concerto no. 22 in E-Flat, Third Movement.

We get to be geologists again today. Who remembers what a geologist is? (Someone who studies the earth, including rocks and minerals)
What is something you learned about rocks last week?

Test #3: Transparency Test

Introduction: Another way we can identify rocks and minerals is by their transparency. Last week we used flashlights to determine luster. Who remembers what luster is? (How light reflects off the rock or mineral) Today we're going to use these flashlights to figure out how light passes through the rocks or minerals. That's what we call transparency.
Categories: You'll each get to shine a flashlight on each of these minerals. You'll tell me if it looks opaque (light doesn't pass through it, like a wall), translucent (light passes through but not clearly, like a foggy window), or transparent (light passes through it like a window).
Procedure: Hold up each rock or mineral and have the children hypothesize the transparency of each one. Then pass around each sample and allow each child to shine their flashlight on the mineral or rock. Then conclude the transparency of that one.
Results: From our mineral identification sheet, it says 1) the biotite mica and magnetite are opaque. Which ones are biotite mica and magnetite. Now, hmm...I wonder which one is which, though. We might need to do another test. Another test we can do to identify rocks and minerals is to determine their cleavage, which is how they break. The mica breaks pretty easily into little flakes. Which one felt like it could break pretty easily into little flakes. Okay, that is biotite mica and the other one is magnetite. 2) the muscovite mica and halite can be translucent to transparent, so these two must be muscovite mica and halite. Remembering what I said about the cleavage of mica, which one is the muscovite mica?
Did any of these surprise you? If so, which one(s)?

Test #4- Hardness

Introduction: The last test we're going to use to identify our rocks and minerals is by their hardness, which is how strong it is against other minerals.
Categories: We'll use a special scale to rate the hardness. When you measure the hardness of We use the MOHS scale to compare minerals to each other. In 1812 a scientist named Frederick Mohs decided to rate the hardness of minerals on a scale of 1 to 10. If it was really soft and crumbles easily, it's a 1. If it's super hard and strong and can't be scratched by anything, it's a 10. We'll try to decide if it's soft (can be scratched by your finger nail), medium (can scratch a penny), or hard (can scratch glass).
Procedure: Hold up each rock or mineral and have the children hypothesize if they think it will be soft, medium, or hard. Then let each child try determine which mineral is the hardest by seeing which mineral can scratch glass. After that determine which one is medium and can scratch a penny. Finally, allow students to scratch the softest one with their finger nails.
Results: From our mineral identification sheet, it says the mineral that is 1) least hard (1 MOHS) is talc. Point to the one that is feldspar. 2) medium in hardness (4 MOHS) is fluorite. Point to the one that is fluorite. 3) hard (7 MOHS) is quartz. Point to the one that is quartz.
Did any of these surprise you? If so, which one(s)?
For some reason they didn't include a diamond in our sets, but thankfully I have one on my ring. This diamond rates a 10 on the MOHS scale. Does that mean it's soft or hard? Yes, it's very hard. In fact, diamonds aren't just used for jewelry. They're also used to make really sharp saw blades and knives.
Which test was your favorite?

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 16-22. Have children tell me or show me locations using their fingers.
Nerf Review: Divide the class into groups among the helping parents and you. Each group has a Nerf gun and toy animals. Have each child answer 1-2 questions each from the memory work for weeks 16-22. Then they get to shoot 1 dart at the toy animals. Repeat. Children stay at the same table the entire time.

It was so much fun getting to learn together at CC this week! Thank you for being so welcoming of our visiting guests. Be sure to compliment your children on their friendliness today!

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: Weather Fronts.

This week I will be praying for each of your children. My prayer is that through our time at CC, God will teach them perseverance in all they do so that they can “run with perseverance the race marked out for [them].” (Hebrews 12:1) Please let me know if there are any specific prayer needs I can join you in praying for.