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 2 Week 1 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.
• Give a great big smile and welcome everyone to their first day of CC!
• Go around and say names.
• Where students will put their things: line up backpacks on backs of chairs, put snacks/water bottles on snack table (or a basket), put presentation materials on presentation table (or in a bin). We will do this in a couple minutes.
• What students will do when someone else (the tutor or another student) is talking: Stop, Look, Listen.
• I have a special signal I want you to learn. Whisper: Abecedarians have a special signal for when they want to say something. [Raise your hand]. What students will do when they have questions, need help, or wish to speak: Raise your hand and WAIT to be called on. The only way for me to know you want to say something is for you to do the special signal. What is it? I only call on students who quietly raise their hands.
• Ask children to show what they will do if they want to speak. (Raise hands & quietly wait.)
• Ask them to point to where their snacks and water will go at the beginning of each class. Have them pick up their snacks and water and put them there and then sit down.
• Ask them to point to where their presentation items will go at the beginning of each class. Have them pick up their presentation items and put them there and then sit down.
***Parent Helper: Help pass out class set of trivium maps, dry erase markers, and small pieces of paper towels to each child.***
• Blob mapping: Tell them that the next thing they get to do every week is to trace all of Europe. You’ll do this each week as soon as you come in after you’ve put your backpack, snack, water, & presentation item in their places.
-Model how to do a very fast, rough sketch of on the trivium map using a dry erase marker.
-Have the children use their dry erase markers to trace around the border of Europe 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 tune of Love & Marriage:
North America, South America, Europe, Asia, Africa
Don't Forget Antarctica
Or way down under in Australia
Atlantic Ocean, Pacific Ocean, Indian, Arctic, They're both oceans.
North America, South America, Europe, Asia, Africa
Don't Forget Antarctica
Or way down under in Australia
Atlantic Ocean, Pacific Ocean, Indian, Arctic, Southern Oceans
North Pole, South Pole, Equator
I know all about maps and globes.)
This provides another fun idea for learning the geography at home.
• Explain hand motions and have children repeat after me. (Go half way through and then start again.)
• Sing while flipping through each of the cards, passing one out to each child.
• Have them bring up their timeline card and put it on the board as we sing the song together.
(Note: I separated the math this week to spread out the physical activity.)
• Allow each child a turn to hop up and down 15 times. Tell them we’re going to see who can do it the fastest. Have everyone count together as each child hops.
• Sing the history sentence while children listen.
• Allow each child to have a chance erasing an underlined word from the board. Sing it together after each time.
- (*At home we'll be using hand motions Laurie Justin, posted below.)
- I chant using the rhythm posted by Missy Wilson while the children listen. (Raise hands in the air when saying, “Whew!”)
- Recite together saying it as slowly as you can. Get faster and faster each time you chant through it. Be sure to get silly on the 6th time through!
*Next to the Latin new grammar, I drew a present. Ask the children, "When someone gives you a present, do you get excited?" You might say, "Oh! Thank you!" The present tense in Latin starts with, "Oh!"
• Sing through half the motions, while explaining each motion. Repeat and go all the way through, explaining the second half when you get to them. Each time I say, model, and explain, and children repeat and do motions.
ō - hands on cheeks and mouth open in an O like you’re getting a surprise present (gift)
s - pretend to tear open your shirt like Superman to show the S
t - cup hand to mouth like drinking tea (---start from beginning)
mus - hold your 10 fingers up next to your head like moose antlers
tis – blowing nose into a tissue
nt - waggle finger back and forth like a mom saying, "Nn, nn. Don't do that."
• Sing together all the way through with the motions 2x.
• I sing the 2's while kids listen.
• Have children sing it with me.
• Line up children into 2 lines. March around the room singing the twos. Each pair of children gets a chance to be the leader.
- Chant the science sentence while the children listen. (*Note: If your director is okay with you using unofficial CC songs, then use the below song rather than chanting it.)
- Allow children to each roll the silly voice die* & chant using that silly voice: Squeaky mouse voice, gorilla (beat chest), fish (flip lower lip with index finger), stick out your tongue and say it, butterfly whisper voice, & soldier voice. (*I use a foam die from the Dollar Tree, put stickers on it [so I can change out the voices], & write on the stickers.)
- (*At home we’ll be learning the science sentence using the song & hand motions by Seth.)
• Explain that we’ll be spending 6 weeks on drawing, found in the Foundations Guide on p. 81. The skills we learn can be fun to practice at home as well. There are 5 basic shapes that an artist looks for, uses, and builds upon. We remember them by using the word OiLs: O for circles, i for dots and line, L for angle lines, and S for curved lines.
O - Circles- any round shape not colored in
i - Dots – any round shape colored in
i - Straight lines – any straight line, not matter how thick
L - Curved line – any curved line that is not enclosed
s - Angle lines – 2 lines joined together, like the number 7 or the corner of a square.
• OiLs – Pass out OiLs cards printed from CCC user nicoleliem. Each child will get a card that has the word circle, dot, straight line, curved line, and angle line along with a few examples. Let each child take a turn going up to the board and drawing their shape on the board. We started with a circle, and a child drew a face. The next child drew dot eyes. The next child drew straight line eyebrows, etc. (They actually did this on their own without any prompting from me.)
• When looking at a picture, some artists look at the lines, not the whole picture. We’re going to draw a picture of one of the land animals created on Day 6: a sheep. (*Note: If you have children who did sheep last year, you can have them draw a different animal from the Draw Write Now Book.)
• Using a pencil (not crayons), draw a sheep together by following the steps from Draw Write Now Book One. I model on the board, step by step, & the children follow each step. If you don't have that book, you can instead use -If I have a child who cannot follow these directions, I use my finger on his/her paper and show them step by step of where to put the lines & marks, having them follow my finger with their pencil. I also might make two dots & tell them to connect them.
-*Remind children to look at the lines, not the whole picture. *
• Have children sign their work.
***Parent Helper: Collect papers & 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.
• Explain presentations: Each week 1-3 minutes. Assigned topic or any topic. Props are always a big help. Each week we’ll work on a new presentation skill. Today’s focus will be, “Speak loudly so everyone can hear you.” What is today’s focus? [Remember to raise your hand to answer.]
• When presenting: Stand on the X and say your name. ("Hi, my name is...") Tell us 1 or 2 things special about each of the items you brought. Then ask if anyone has any questions: "Does anyone have any questions?" Use the listener’s names when calling on them. The listeners raise their hands. The presenter then asks, "Yes, [name]. What is your question?"
• Each child gets 1 Question Token (a foam rectangle with their name written on it). If they get selected by the presenter to ask their question, I collect their Question Token. This allows for everyone to have a turn asking a question during Presentation Time.
• Have children go in alphabetical order. (Will rotate each week.)
• Next week’s skill to work on: Stillness: Show confidence and relaxation by being still.
• 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: Take pictures of each child holding "First Day of CC" sign.***
- ***Parent Helper: While we’re doing science, hide the review game envelopes around the room.***
- Follow the directions from the book. I usually like to allow for each of the children to have a turn doing something, so each of them got a turn holding the outer rope and walking around the circle with #17: Same Place.
- Tutor Note for Same Place (#17). Not all satellites travel around the Earth at the same speed. GOES satellites do. They are the ones that monitor weather and hurricanes.
- I do have a full script for this activity that I might post at a later time. It's on my computer that crashed. If I can get it off that hard drive, I'll post it here. In the meantime, you can check the script from CCC user nicoleliem for additional ideas.
- Blob Mapping: Have children make a blob map on a sheet of paper. Look at the example from CCC user amy.snider if you need an example.
- Review Hunt: Place each of the new grammar subjects in envelopes and then add a few more envelopes with fun actions on them (lead the class in doing a fast dance, lead the class in making a super silly face, lead the class in doing 3 jumping jacks, & lead the class in doing a ninja move). Have each child take a turn finding an envelope, opening it up, and doing whatever is inside. For grammar review, we answered together as a class.
Wow! Today went so well! Everyone was very attentive this week! I am excited about getting to know each of your precious children better this year as we explore Cycle 2 together!
You have homework this week! Please watch a sunset with your child before our next CC class! It will bring some meaning to next week’s science activity.
Everyone did an amazing job with presentations today! Each child was prepared and participated, and no one broke down into tears. I consider that to be a huge success for the first day! [Our director] will be sending out suggested topics each week.
In order to memorize the weekly facts my family:
• keeps a photocopy of the facts from Cycle 2 in my vehicle so that we can go over the facts while waiting in the vehicle and pushing swings at the park.
• plays the CD while eating lunch & sometimes as background music while the children play or while we are driving.
• sings and does hand motions to review the current week’s facts (4 days a week). I filmed us reviewing our CC material and posted it here. [It's also posted below.]
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: Medieval Period.
This week I will be praying for each of your children that through our time at CC they will “grow in the grace and knowledge of our Lord and Savior Jesus Christ” (2 Peter 3:18).
If you ever have questions, comments, or concerns, please let me know!
What our daily CC review time looks like
- CC Cycle 2 Week 1
- CC Cycle 2 Week 2
- CC Cycle 2 Week 3
- CC Cycle 2 Week 4
- CC Cycle 2 Week 5
- CC Cycle 2 Week 6
- CC Cycle 2 Week 7
- CC Cycle 2 Week 8
- CC Cycle 2 Week 9
- CC Cycle 2 Week 10
- CC Cycle 2 Week 11
- CC Cycle 2 Week 12
- CC Cycle 2 Week 13
- CC Cycle 2 Week 14
- CC Cycle 2 Week 15
- CC Cycle 2 Week 16
- CC Cycle 2 Week 17
- CC Cycle 2 Week 18
- CC Cycle 2 Week 19
- CC Cycle 2 Week 20
- CC Cycle 2 Week 21
- CC Cycle 2 Week 22
- CC Cycle 2 Week 23
- CC Cycle 2 Week 24
© 2019 Shannon