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 12 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.)
• Flash the cards, while singing card titles 1-3, then 1-4 card titles, then 1-5 card titles, and 1-6 card titles.
• While singing and flipping through the final time (doing all 7 cards), pass one out to each child.
• Have them bring up their timeline card one by one and put it on the board as we 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!
- Everyone together will sing and use motions we learned last week. Only sing through it one time.
-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)
-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)
- Let each child have a turn "leading" the class by singing it into a toy microphone. Again, we will only sing through it one time each.
- Chant the science sentence while the children listen.
- Allow children to each roll the music die* & chant the science sentence together 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.)
(*At home we’ll be learning the science using the song & motions by Seth.)
This was for week 11 in the fourth edition but is for week 12 in the fifth edition.
- I chant while children listen. We used a clap/slap rhythm, repeatedly clapping our hands and then slapping our thighs.
- While using the clap/slap rhythm, vary who says it: Children say it with me. Right table says it. Left table says it. Girls say it. Boys say it. Everyone says it.
(*At home we’ll be learning the indefinite pronouns using the song by Missy Wilson.)
- Sing the history sentence while the children listen.
- Allow children to each roll the silly voice die & sing the history song 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.
• Chant the math while children listen as I use a slap/clap rhythm (clap my hands and slap my thighs)
• Speed up: Children say it with me with doing clap/slap rhythm. Do it really slowly. Do it regular. Do it fast. Do it super fast. Do it super duper silly fast.
- 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)
- Review Game: Hold up pictures with notes & symbols and ask the students what they are. Allow them to answer as a group.
- 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 line of Mary Had a Little Lamb in chin position. Then I play it for them. Then they play it. Then go through the entire second line of the song in chin position. I play it. The children play it.
- Play the entire song together twice.
- Allow the girls to play while the boys listen with their tin whistles on the floor.
- Allow the boys to play while the girls listen with their tin whistles on the floor.
- Allow the children to play it together. Great job!
- Have children collect presentation items from the basket/table.
- Remind that when someone else is talking, children should: Stop, Look, Listen.
- Remind about presentations: Tempo & Pauses: Use appropriate pauses. Speak neither too fast nor too slow. 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.)
- 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.
-What do you see when you look up into the sky at night? [Allow children to answer.] If it’s not too cloudy, you can see lots and lots of stars, can’t you?
-Do you know when God created all the stars? He created them on day 4. Why do you think He created them? [Allow children to answer.] Let’s read what the Bible says:
-Genesis 1: 14-15: And God said, “Let there be lights in the expanse of the heavens to separate the day from the night. And let them be for signs and for seasons, and for days and years, and let them be lights in the expanse of the heavens to give light upon the earth.” And it was so.
-What are some of the reasons the Bible says that God created the stars (and also the sun and moon)? One of the reasons is for them to be “for signs and for seasons.”
-Who likes stories? A few thousand years ago there wasn’t electricity, so at night you either went to sleep or you might stare up into the sky. Many of the ancient cultures such as the Mesopotamians, Babylonians, Egyptians, Greeks, and Romans played connect-the-dots with the stars in the sky to make imaginary pictures. They called those imaginary pictures constellations. Say that word with me, “Constellations.” They even made up stories to go along with those constellation pictures.
-Did you know that the nighttime sky changes, and you can only see some of the constellation pictures only some parts of the year? The ancient cultures did! They knew that a picture that looked like a bull that they named Taurus was easy to see in December. That’s when it was going to be winter. It was going to get really cold and dry and many plants and animals were going to go into hibernation. A dot-to-dot picture of a lion they called Leo was easiest to see in the sky in March, when it would be springtime and time to start planting crops. There were 12 main constellations they used to mark the seasons.
-Even in the Bible, it mentions some of these constellations. In Amos 5:8, the prophet proclaims, “He who made the Pleiades and Orion and changes deep darkness into morning, Who also darkens day into night, Who calls for the waters of the sea and pours them out on the surface of the earth, The LORD is His name.” Who is it who created all the stars and constellations? Yes, God did!
-Now let’s focus on a couple of the constellations so that maybe you can find them in the sky tonight!
Allow children to tape constellation paper over black paper, color over the holes using white crayons, remove the paper, and then put glow-in-the-dark stickers where holes were. Allow children to make a few different constellations. If desired, they can then connect the stars using their white crayons.
Read a story about one or more of the constellations. I think the easiest constellation for children to find is the Big Dipper, so we will read The Big Dipper (Let's-Read-and-Find-Out Science 1) by Franklyn M. Branley.
For another activity idea you can watch a video on creating marshmallow constellations by CCLivermore Tutor posted below.
- 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 6-12. Have children tell me or show me locations using their fingers.
- Snowball Fight: Let one child pick a subject. Go through weeks 6-12 in that subject. (Each child gets to answer a different week.) Hand out crumpled up paper to the children & let them throw it at each other for 10 seconds. Set back down. Move on to the next subject. Repeat the snowball fight afterward. Continue until all the subjects have been covered. Afterward, have everyone race to get all the "snowballs" in the trashcan.
- Pass out small gift bags to each student. I gave gift bags with Lego minifigures from amazon.com, a few toys from the Dollar Tree (bubbles, toy animals, finger lights, & toy whistles), & gummy fruit packs. I also included an invitation for our Christmas Party, which I describe in detail at CC Christmas Cookie Swap Party.
Today was bittersweet! I am going to miss getting to see you all for the next few Thursdays! Hopefully you will have an opportunity to rest over our break. We will start back on January 16.
I am looking forward to getting to spend some time with those of you who will be able to make it to our Christmas Cookie Swap and Party on Thursday, December 5 from 9:45-11:30 am! I will send out a reminder that week.
I am not expecting that everyone will be practicing CC review over the break. My family will pick it up again a week before CC starts.
When we get back from break, we'll begin studying the Great Artists, which means we'll be painting. Please pack an over-sized shirt or smock for your child to wear. I'll remind you again just before we start back up, but this might be a good time to swap out your child's tin whistle for their smock.
Would you like a little bit extra for this week? 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: Other Bodies in Our Solar System.
- 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