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 11 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 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 song & motions by CCHappyMom.)
- Hear me sing and point to the Cubes.
- Have children sing with me.
- Popcorn: We all sit on the floor in front of the board. Each child gets a turn circling one number on the board. After each turn, we sing the song and jump up and sit back down whenever we get to a circled number.
- Sing the history sentence & do motions while the children listen. We marched when not doing the motions.
stormed = stomp feet
fought = pretend to pull out sword from scabbard
Rights of Man = fists on hips stand up tall, chest out
Terror = hands like claws by face
guillotine = Pretend to chop with right hand onto open palm of left hand
- Allow children to each roll the music die* & sing the history song together & do the motions using that dynamic: staccato, crescendo, diminuendo, legato, forte, & piano. (*I use a foam die from the Dollar Tree, put stickers on it [so I can change out the voices], & write on the stickers.) We continued to march throughout the song whenever we weren't doing motions.
- 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 the indefinite pronouns using the song by Missy Wilson.)
• 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 TL cards as we all sing the song together.
- On the board next to the Latin new grammar include a drawing of a gift with a bow & arrow inside. Explain: Back when we wrapped our present tightly with a bow for the future tense, we had a bow as the gift. Now we need to make that future gift perfect. What do you need if you have a bow? Yes, you need an arrow! That will be our Future Perfect gift!
- 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.
-erō – Pretend to shoot off an arrow. (This time it’s just one, perfect arrow.)
-eris – Puff your cheeks and blow out air and then move hand to look like a snake that will hiss (air+iss / rhymes with Paris)
-erit – Puff your cheeks and blow out air and then point at something = It (air + it) (--Start from the beginning.)
-erimus – Puff your cheeks and blow out air, pretend to touch something and then shake your hand like you just touched something icky, and then put your hands on the sides of your head with your thumbs toward your head to make moose antlers (air + i + mus)
-eritis – Puff your cheeks and blow out air, pretend to touch something and then shake your hand like you just touched something icky, and then blow nose into a tissue (air + i + tis)
-erint - Puff your cheeks and blow out air and then wiggle your index finger back and forth like you’re saying, “Nh, nh, don’t do that!” (air+nt)
- Sing together all the way through with the motions 2x.
- I chant & do motions while children listen. I start with me hands straight in front of me and palms together. With each phase, my arms get wider apart until they are both straight out at my sides when I say, "full."
- Vary who says it: Have children chant it with me & do the motions. Girls say it with me while everyone does the motions. Boys say it with me while everyone does the motions. Right table says it with me while everyone does the motions. Left table says it with me while everyone does the motions. Everyone says it & does the motions.
(*At home we’ll be using the song & motions by Seth.)
This was week 10 in the fourth edition but is week 11 in the fifth edition.
- Allow each child to play a "song" for us on their tin whistle.
- Use Rhythm Pizza to review the length of notes. Hold up the notes and ask which one each one is.
- Go through Rhythm chant and hand motions from the below video to review rhythm:
Rhythm, rhythm, rhythm. (Rolling arms around)
Long and Short Sounds. (Holding hands far out and then close together)
This is a whole note: ta-a-a-a. (Cup hands together to form a circle)
This is a half note: ta-ta (cup open L hand next to flat R hand)
This is a quarter note: ta-ta-ta-ta (fist of L hand next to flat R hand)
This is a pair of eighth notes: tee-tee-tee-tee-tee-tee-tee-tee (R hand over L hand to form a T or time-out sign)
Rhythm, rhythm, rhythm. (Rolling arms around)
- Use the script from the Foundations Guide to continue discussing rhythm.
- Note stems: Any notes up to the second space, the stem goes up (E for Every- A from FACE), and the line goes up 3 spaces. Is the line on the left or right side of the note? The right side! In the middle of the staff (B for Boy), the stem goes down. Now is the line on the left or right side of the note? The left side!
- Compare a scale to stairs. Each note will be perfectly spaced from the next note. Sing a musical scale. Sing part of a different musical scale and have the children finish it.
- I (not the students) play the D scale. If playing from high D to low D, it is almost the tune of “Joy to the World.”
- If you sat on something sharp (pretend to sit on a sharp pencil), what would you do? You’d jump up! A sharp means you go up half a step. Who has ever been in a car that had a flat tire? What happened to the car? It went down, didn’t it? A flat means you go down half a step.
- Time to Play! Review Rules: If you move or touch your tin whistle when you're not supposed to be, your tin whistle will go to tin whistle time out. [Point to tin whistle jail drawn on the board.]
- Review notes for first measure of Mary Had a Little Lamb in chin position. Then I play it for them. Then they play it. Repeat with each measure. Play the entire line together. Then go through the entire second line of the song in chin position. I play it. The children play it.
- Allow pairs of children to play the second line while the others listen, with their tin whistles on the floor.
- Have children collect presentation items from the basket/table.
- Remind that when someone else is talking, children should: Stop, Look, Listen.
- Remind about presentations:Volume: Speak at an appropriate volume. 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. (Will rotate each week.)
- Next week's skill to work on: Tempo & Pauses: Use appropriate pauses. Speak neither too fast nor 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.
Our director purchased DIY Giant Planet Sticker Scenes from Oriental Trading Company. The children enjoyed placing the stickers on the page. As they did so, I mentioned a little bit about each planet.
- 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 5-11. Have children tell me or show me locations using their fingers.
- Hot Wheels Race: Have Child #1 select a subject (pulling one from slips of paper that have the subjects written on them). Each child recites the grammar from a different week (weeks 5-11). After finishing that subject, allow children to each select a Hot Wheels cars to race down a cardboard box “ramp” that is set against a table. Everyone collects their car & puts them back in the “garage bag.” Go through the next subject. Repeat with a new Hot Wheels car & race. Continue until you’ve finished all the subjects.
Can you believe that we are almost half way through the CC year?!? We have learned so much together! It is amazing to see how far everyone has come -- especially in presentations!
Be sure to admire your child's solar system model they are bringing home in their backpacks. They were all very proud of what they created.
The children are doing a great job with their tin whistles! I think we all played the first line of the song in almost perfectly in unison today! We are going to try to play Mary Had a Little Lamb for the community next week at the beginning of lunch, so it might help to have your child practice at home this week.
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: Parts of the Sun (Week 9) & Phases of the Moon.
This week I will be praying for each of your children. My prayer is that through our time at CC, God will help them to always “be strong and courageous” in their character and in their actions and words. (Deuteronomy 31:6)
- 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