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CC Cycle 1 Week 4 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 4 Abc Tutor Plan - Abstract Art

Classical Conversations Cycle 1 Week 4 Abc Tutor Plan - Abstract Art

This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 4 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 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.)
***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.)


  • 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.

Math (7's)

• Hear me sing the 7's.
• Touch Head, Shoulders, Knees, and Toes while singing together. Start slowly & go faster each time.


  • Sing the history sentence & do hand motions from Dana Johnson while children listen.
  • Sing it and do the hand motions together 2 times.
  • Vary who sings it: Only the boys sing it. Only the girls sing it. Only the children on the left sing it. Only the children on the right sing it. Everyone sings it. (I tell everyone who isn’t singing to still do the hand motions so they stay engaged.)

(*At home we used this video by Homeschool Helper because my children enjoy the added visuals.)

Math (8s)

  • Hear me sing 8s while pointing to them on the board.
  • Have children sing with me.
  • Add & Subtract Movements: Sing it while clapping. Sing it while clapping and stomping. Sing it while clapping, stomping, & nodding your head. Sing it while clapping and stomping. Sing it while clapping.


  • I chant while children listen.
  • Have children chant it with me 2 times.
  • Basketball: Give each child a half sheet of paper & have them crumple up the paper as you chant. After we finish, have them try to throw the paper ball into the trash can. Repeat 3 more times.
  • (*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 .)


  • Chant sentence while children listen. (I did mention that this is a lot like the parts of an animal cell that we learned last week. The plant cell has 2 additional parts: a cell wall and chloroplasts.)
  • Your choice silly voice: Allow each child to say what silly voice they want to do the sentence in and everyone chants it using that silly voice. (It’s okay if they request voices you don’t have on your silly voice cube.)

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


  • Again show 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).
  • 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’ll use 1 finger. When we do plural, we’ll use 2 fingers.
    a: point up to sky (uh)
    ae: point to eye
    ae: point to eye
    am: like a drum (pound “drum” with index finger)
    a: like say “ahhh” for dr
    (1X and then sing “Singular First Declension”)
    ae: two index fingers pointing at eyes
    arum: like your arms: touch biceps with opposite index fingers
    is: like geese flying: flap arms with index fingers extended
    as: like you’re flossing, so pretend to floss with both index fingers
    is: like geese flying: flap arms with index fingers extended again
    (1X and then sing “Plural First Declension)
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  • 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.
Abstract painting done by a 5 year old

Abstract painting done by a 5 year old

  • ***Parent Helper: Fill 8 Dixie cups with water. Place the cups at the far end of the children’s tables. Put a watercolor paint set and a fat paintbrush near the water. These should not be out of reach of the children.) Then put a piece of newspaper down at each child’s place (to be used to protect the table). Place a box of crayons on the tables for each group of 3 children, and pass out a sheet of drawing paper to each child’s place.
  • Have children sit on the floor while the helper mom/dad prepares the table.
  • Quickly show 3 traditional paintings. (I used ones from one of the Lucy Micklethwait books.) Ask children what they see in each picture. (children and a dog, men playing a game, a mom and dad, etc.)
  • Show some abstract art by Kandinsky. Ask the children what they see. Have them identify OiLs in Kandinsky’s or Delaunay’s art. Can they identify any real objects, people, or animals in the paintings?
  • About 100 years ago, some artists decided to stop trying to paint something that represented an animal, object, etc. Instead, they wanted to communicate a message or feeling. “Abstract art is non-representational art. That is, art which does not try to represent people, animals or objects in the real world, but which attempts to communicate meaning either through dramatically simplified or invented forms.” (An Usborne Introduction: Understanding Modern Art)
  • Read The Noisy Paint Box: The Colors and Sounds of Kandinsky's Abstract Art by Barb Rosenstock . Kandinsky is credited as the first abstract artist.
  • ***Mom/Dad Helper: Turn on a classical music CD. I used the songs that we will be listening to later this year from the Classical Music for Dummies CD, but any music will work. Vivaldi’s Spring is always a nice one as well.
  • Have children return to seats. Tell them to not touch anything yet and wait for the instructions. Tell them we are now going to paint the music that we hear.
  1. Have children label the back of their paper with their names.
  2. Using a crayon, draw four straight lines that cross each other and go to the edge of the paper. Lines may be diagonal or straight. Put crayon back in bowl.
  3. Pick up a different color crayon and draw 2 circles that touch a line. They can be oval, circles, kidney-shaped or ellipse-shaped. They are to be empty and any size anywhere on the page. Replace that color crayon.
  4. Draw 3 dots -- any size or shape (like the circles) with a different color crayon. Color them in solidly. Then replace that crayon.
  5. Choosing another crayon color, place your crayon on the dot and draw a curvy line going off the page. It will look like a balloon. Do this twice. Replace this color crayon in the bowl.
  6. Pick up a final color and add two or three things on your own such as: a zigzag, angled line, a spiral, a dotted line, a shape like circle or dot, etc.
  7. Wet your paints with clear water by dropping a drop of water into each color first. Then paint in the shapes, repeating colors in different sections of the painting but not touching. ***Make sure that children do not use too much water!!! It might tear the paper.***
  8. Mix colors to make new ones, such as tertiaries and work on refining painting skills. All white areas should be covered with paint.
  • Did we all follow the same directions? Do the drawings look the same? Different? How are they similar? How are they different? Why? With just one set of directions, everyone in the classroom will come up with very unique works of abstract art.
  • ***Parent Helper: Collect papers & set aside to dry. At the end of class while we do review, they can put in children’s folders to be sent home OR collect them for the art portfolios that will be returned at the end of the 6 weeks if you would prefer to do that instead.***


• 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: Show and Tell. Tell us about one of your favorite things. Who gave t to you? What does it look like? Where/when did you get it? Why do you like it?
Next week’s skill to work on: Hear silence once. Make no hmm, um, or any other sounds between your sentences or 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.

  • (*Ahead of time you can watch a video of the experiment by CCLivermore Tutor posted below.)
  • Use script from CCC user nicoleliem or from the below script I used which is based on the lesson posted by former CCC user rruggles:
  • (Note: We used quart sized containers and 1 drop of red food coloring. The water was still noticeably pink after we diluted it to the brim. If you want the color to completely disappear, a gallon sized container might be better.)
  • Links to Cycle 1 Week 2 & Cycle 2 Week 6
  • Introduction:
    • “In the beginning” what existed before anything else? Water and darkness…and darkness was upon the face of the deep. And the spirit of God moved upon the face of the waters. Genesis 1:2
    • Let’s think about water for a minute, what is it good for? We need it to survive. All 6 kingdoms of living things depend on water in some way. What at the 6 kingdoms of living things?
    • Water is pretty important, isn’t it?
    • What would happen if you drank yucky water that is contaminated with the oil that comes from your car, bacteria, or chemicals such as garden fertilizer? You'd get sick, wouldn't you? Animals that drank that water would get sick too, wouldn't they? We call that yucky stuff pollution. Pollution is what happens when something is contaminated or made dirty.
  • Purpose: Today’s science experiment is to help us see that even a tiny amount of pollution in our water systems matter.
  • Hypotheses: Here I have red food coloring that we are going to pretend is a nasty pollution like fertilizer, pesticides, motor oil, or chemicals from a factory. We're going to put 2 drops of this nasty contaminant into this jar and slowly fill it with water. We'll pretend like this jar is water in it is a lake. What do you think will happen to the two drops of nasty red food coloring contaminant as we fill our lake with clean fresh water? Who thinks the food coloring will disappear in the water? Who thinks the food coloring will spread into the water and change its color?
  • Materials: Point out the materials you're using.
  • Procedure: Follow the directions in the book.
  • Results: What did we find out? It took about 7 cups of water to clear the red from the water.
  • Conclusion: Read the one from the book.
  • A Bible application from Miss Wizzle: A little pollution can have lasting effects on the earth, just like sin can have long lasting effects in our lives. A little sin in our life corrupts our whole body. God can have no part of sin, not even a little bit. That means no sin can enter into Heaven. But we have hope in Christ Jesus because he died for us and wants to remove our sin! Pollution is really, really hard to remove from the earth. However, God has provided an easy way to have our sin removed. All we have to do is believe Jesus died for us, ask Him to remove our sin and live in our hearts, and trust Him to save us – and He will! It is easy for us to receive salvation. It costs us nothing, but it cost Jesus everything. He gave His life for us, so we should live our lives for Him.
  • 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 1-4. Have children tell me or show me locations using their fingers.
  • Fly swatting game: Print off a flip chart from CCC & cut each subject into one square (or just use the review cards). I divided the questions in half. One helping mom/dad sat with half the children, and I sat with the other half. Each child would take a turn using a fly swatter to slap one of the flies. They answer the question that is on the back of the fly. Half way through they switch and move to the other “pond” to answer those questions.

Words cannot express how proud I am of all of my abecedarians and of all of you parents for your dedication. Your children are doing such an amazing job with the memory work, and I know that has to do with your perseverance in working with them each week!

Please try to make a habit of taking your child to the bathroom each morning before morning assembly! We had multiple requests for bathroom trips shortly after class started today.

*Next week’s week’s skill to work on: Hear silence once. Make no hmm, um, or any other sounds between your sentences or thoughts.

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, this week our History Morning Basket & Activities will simply be reading a section from The Seven Wonders of the Ancient World by Lynn Curlee each day and having my children either sketch some of the structures or use their Duplo blocks & Lego bricks to build models.

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)

© 2018 Shannon

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