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 3 abecederian class. I have included all the subjects including new grammar, art, presentations, science, 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 trace around the border of Africa and then erase them.
-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 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 timeline cards as we all sing the song together.
- Hear me sing the 5s.
- Have children sing it slowly with me.
- Sit in chairs and push arms back and forth like rowing with oars (5 times).
- Introduce Llama Llama Latin Llama (llama picture pasted to a craft stick) with a 1 birthday candle and have llama puppet jump up to help children remember the 1st declension starts with a (“uh” as in up).
- Children listen while I sing it & use motions from Dana Johnson. Go through each motion and then add one at a time, repeat with all before it.
-When we do singular, we’ll use 1 finger. When we do plural, we’ll use 2 fingers. I say and then kids repeat with song and motions after each one.
a: point up to sky (uh)
ae: point to eye
ae: point to eye ---start from beginning of singular
am: like a drum (pound “drum” with index finger) --- start from beginning of singular
a: like say “ahhh” for dr --- start from beginning of singular
(3X and then sing “Singular First Declension”)
ae: two index fingers pointing at eyes
arum: like your arms: touch biceps with opposite index fingers ---start from beginning of plural
is: like geese flying: flap arms with index fingers extended ---start from beginning of plural
as: like you’re flossing, so pretend to floss with both index fingers
is: like geese flying: flap arms with index fingers extended again ---start from beginning of plural
(3X and then sing “Plural First Declension)
- Sing without CD
- Sing the history sentence & do the below motions while children listen.
- Vary who sings it: Children sing it & do motions with me. Right table sings it. Left table sings it. Boys sing it in a whisper. Girls sing it loudly. Everyone sings it. (If the class is able, everyone does the hand motions each time whether or not they are the ones singing it.)
- Hear me sing the 6s.
- Have children sing it slowly with me. Repeat.
- Sing it while holding your earlobes.
- Sing it while holding your nose.
- Sing it while covering your eyes.
- Sing it while folding your hands in your laps and sitting as still as possible.
- I chant while children listen.
- Let each child select an action craft stick: The entire class will say while spinning, hopping in place, under the table, balancing on one leg, standing on a chair, making a silly face, & waving arms in the air.
- (*At home we’ll be learning this using the hand motions from thomandjody. The slowed down version is below. The video at speed with the CD is at https://www.youtube.com/watch?v=NXL6vnby6po .)
- 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.
(*At home, we learned this using the below song and video from The Home Video Variety Show.)
- You might look at a picture and think there is no way you can draw it. Last week we learned that one way to get better at drawing is to practice drawing mirror images of objects. The first week we learned that you can draw better by looking at pictures in terms of their OiLs. What shapes are included in OiLs? It’s not always easy to do that, though! You just keep seeing the whole picture and it looks really hard to draw! One way to force yourself to see the picture in terms of circles, dots, lines, angles, and curved lines is to turn the picture upside down and draw it that way! That will really force your mind to focus on its OiLs.
- Read The Turn-Around, Upside-Down Alphabet Book. Have the children say each letter. The flip the book upside down and only read that part.
- Today we’ll try two exercises to illustrate:
- Exercise 1: Write your name. Look at your name upside down and try to replicate it. Focus on the oiLs
- Tip 1: Use paper to cover most of your name, and then draw only the lines they see. Move paper gradually to revive more of the image as they draw. This really reinforces seeing the lines and not the object.
- Tip 2: When it comes to a complicated drawing with details and proportion, it can be much easier to copy the image upside down, concentrating on the shapes and relationships rather than the drawing itself, which can seem way too difficult.
- Exercise 2: Have the children draw a simple drawing of a lion such as the finished one from CCC User kdhill02 (C1W3 Drawing Instructions & Example) or a Mayan Glyph from insidethelineslessons, but don’t tell the children what they will be drawing! Print a copy for each child. Fold the paper into 4 or 5 parts (not hotdog style but the other direction) so that there will be obvious places for them to stop. Place each picture upside down in a large envelope. Have helping moms assist children in pulling out a little bit of the picture at a time. Lead the children from the whiteboard in drawing those lines. You’ll need to repeatedly emphasize, “Do not peek ahead!” Concentrate on the individual shapes, not the whole image. Flip paper over. Isn’t it impressive what they just drew?
- Have children sign their work.
- ***Parent Helper: Collect papers & put in children’s folders to be sent home.***
• 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: Volume: Can the whole room hear you audibly? Make sure to not be too soft or too loud. 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 optional topic: Memorize and recite a Bible verse. You can even dress up and act it out.
• Next week’s skill to work on: Eye contact: Make eye contact at least one time.
• 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.
- ***Parent Helper: While introducing the experiment, have the parent helper sprinkle the cut pipe cleaners over the marked off area. You could even have them do the cutting if you haven't already done that.***
- (*Ahead of time you can watch a video of the experiment by CCLivermore Tutor posted below.)
- Use script from CCC user nicoleliem or the one that I used below:
Experiment #1: Part A
- Introduction: • When I say the word “desert” what comes to your mind?
• Can anyone tell me an animal that lives in the desert?
• Can anyone tell me what a burrow is? (a hole that’s dug into the ground)
• What animals can you think of that live in burrows? (rabbits, chipmunks, prairie dogs, gophers, lizards, snakes, burrowing owls)
• Was the temperature when you came in this morning cool, comfortable, or hot?
• What do you do when you are cold? (put on more cloths, go inside where it is warm, etc.)
• Can animals put more cloths on?
• What do you do when you are too hot? (go swimming, dress lighter, move to an air-conditioned area, etc.)
• Do animals do any of these things to cool off? Yes! Tigers & other animals swim to cool off. Some animals molt to put on a lighter coat in the winter. What about the air conditioning?
- Purpose: Why do you suppose an animal would make a home in a burrow under the ground?
- Hypothesis: If we dug a hole in the ground, who thinks it would be hotter than the temperature it is here? Who thinks it would be the same as the temperature is here? Who thinks it would be cooler than the temperature is here?
- Materials: Trowel, 2 outdoor thermometers, & a white towel
- Procedure: Follow the directions in the book. Be sure to allow the children to take turns digging the hole & placing the thermometers & towel in their places. *Do experiment #2 while waiting.*
- Introduction: Who knows what camouflage is? Can you think of any animals that use camouflage? (chameleons, tigers, leopards, giraffe, rabbits that turn white in the winter and brown in the summer, brown female birds sitting on their nests vs their colorful mates getting all the attention, etc.).
- Purpose: Our purpose for this experiment is to demonstrate how the color of animals can protect them from predators and even help the predators sneak up and catch their prey more easily.
- Hypothesis: What colors do you see in the grass? What color(s) of pipe cleaners will be the most difficult to find in grass? Raise your hand if you think all colors will be equally difficult to find. Who thinks the bright colors will be the most difficult? Who thinks the green will be the most difficult to find?
- Materials: Six various colored pipe cleaners (3 each of browns, greens, and a bright color) cut into 20 ½ inch pieces each
- Procedure: Follow the directions in the book.
- Results: After they find the pieces, have them pile them into each different color to see which color pile has the most & the least. Which pile of colors is the biggest? Which pile of colors is the smallest? Were some colors easier to see than others? Which color would you choose to be if you were trying to hide & why?
- Conclusion: If the grass is the same shade of green as the colored pieces, it is difficult to distinguish between the two. Colors that look alike are harder to find. Some of the darker colored pieces blend in with the shadows of the grass. A white bunny is hard to see when sitting on a field of snow, and green snakes blend in very well on a lawn of green grass. God created this camouflage so that prey (animals that are eaten) can be protected from their predators (animals that eat other animals)…and so that predators can get food by sneaking up on and eating their prey. An animal that sticks out is the first to get eaten, and the last to catch its dinner!
Experiment #1: Part B
- Procedure: Allow children to help read each thermometer.
- Results: The temperature in the hole is lower than that on top of the ground.
- Conclusion: The sun’s rays heat the air and all materials that they touch including the liquid in the thermometer. The soil on top of the ground gets much hotter because of the direct Sun’s rays. The soil in the hole stays cooler because no direct heat is applied. God created a way so that desert animals can cool off by digging holes into the ground and staying there during the heat of the day to stay cool. Just like he provides the perfect home for these desert animals, He also takes care of you while you’re here living on Earth. He’s even preparing a wonderful home for you in heaven to live in someday.
- 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 1-3. Have children tell me or show me locations using their fingers.
- Musical Chairs: Play Timeline CD. The child who doesn't get a seat gets to pick out a question card (minus timeline or geography) from a bag and answer it. If it’s from this week’s new grammar or if the child is unsure, everyone gets to help. Sometimes I tell them to go around the chairs while hopping, skipping, on their tip toes, and walking backwards.
It is such a pleasure to observe the enthusiasm and energy in our class each week as the children learn the new material, play games, and develop their friendships!
We loved hearing all the funny jokes and other topics during presentations today!
Next week’s skill to work on: Eye contact: Make eye contact at least one time.
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: Parts of an Animal Cell.
This week I will be praying for each of your children. My prayer is that through our time at CC, they will grow to find God’s Word “more precious than gold, than much pure gold; and sweeter than honey, than honey from the comb.” (Psalm 19:10)
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© 2018 Shannon