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CC Cycle 2 Week 13 Lesson for Abecedarian Tutors

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CC Classical Conversations Cycle 2 Week 13 Abc Tutor Plan

CC Classical Conversations Cycle 2 Week 13 Abc Tutor Plan

This is the plan I used while tutoring a Classical Conversations Cycle 2 Week 13 abecederian class. I have included all the subjects including new grammar, Great Artists, 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.)

-Welcome back! Hopefully you had a wonderful break! I missed you and am delighted to see you again! We traced Europe for the past 12 weeks. Who can find it? Very good! For the next 12 weeks we're going to trace all the continents. You don't need to do all the details. Just quickly trace around the basic shapes like this. [Demonstrate.] Have the children use their dry erase markers to quickly trace around the borders of the continents 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 & hand motions by CCHappyMom.)


  • 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.


  • Hear me sing and point to math sentence. I will be using HuntFish song: (The hip bone’s connected to the…).
  • Allow children to each have a turn pulling an action stick: march in place, hop in place, spin around, stand on one leg, put out your tongue, sit under the table, stand on your chair. Sing while doing that action.


(Ahead of time underline 8 words in the sentence on the board.)

  • Sing the history sentence while children listen.
  • Each child gets a turn erasing one of the underlined words. Then we sing it together after each time.


  • Chant Indefinite Pronouns while the children listen.
  • Speed up: Recite together chanting the pronouns as slowly as you can. Get faster and faster each time you chant through it. Be sure to get silly on the 6th time together!

(*At home we’ll be learning the indefinite pronouns using the song by Missy Wilson.)


• 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.



  • Read the science sentence while the children listen.
  • Allow children to each roll the silly voice die & chant them using that silly voice: Squeaky mouse voice, say it like a soldier, cowboy, stick out your tongue and say it, butterfly whisper voice, & T-rex voice.

(*At home we’ll be learning the science sentence using the chant by Homeschool Helper. I also like using the acronym Mmmmm...GAS, though this doesn't help with my abc children who can't spell.)

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Rembrandt-inspired self-portrait (looking silly)

Rembrandt-inspired self-portrait (looking silly)

*Optional: Watch CC Livermore Tutor Video (posted below) ahead of time.*

  • If you wanted to draw a picture of yourself, what might you use? How would you know what you look like? Yes, I might use a mirror, but I’d actually probably use a camera and take a picture of myself. Cameras haven’t always been around, so a few hundred years ago, when someone wanted to paint themselves, they would have to use a mirror. Today we’re going to study about an artist named Rembrandt. Say that name with me, “Rembrandt.”
  • Rembrandt was Dutch, which means he was from the Netherlands, which is this country right here kind of close to Denmark. [Show it on the Europe map.] We’ll learn that county during week 17 geography. Rembrandt painted during the Baroque period of the arts. Say, “Baroque.” That’s when artists and musicians tried to make everything really fancy looking. He was born in 1606, just before William Shakespeare, who was a famous playwright, died. (C2W6 History) He was painting the same time as Louis XIV of France was ruling during the age of absolute monarchs. (C2W9 History) He was painting at the same time that Isaac Newton was studying gravity and how things move. We’ll study Isaac Newton’s Laws of motion in a few weeks. (C2W16-18 Science)
  • Rembrandt drew himself and he drew other people. Does anyone know what we call a painting that is done of a person? We call it a portrait. Say, “portrait.” What made Rembrandt different from some of the other Baroque artists is that he painted people the way they actually looked, with wrinkles and all. Instead of having everyone smiling in his portraits, he painted people with different expressions. He was really good at painting people with different expressions because he would sometimes make silly faces in the mirror and then draw how his face looked. To help you remember Rembrandt, I’m going to show you this little mirror. [Show a mirror.]
  • I want you to all make a happy face. Look at my happy face. What changed on my face? Yes, my eyebrows went up and now I have these lines on my forehead. My cheeks went up. My mouth is now showing my teeth and the edges of my lips are up. Etc.
  • Now make a mad face. Look at my mad face. What changed on my face? Yes, now my lips are puckered together. My eyebrows are lower and are closer together. Etc.
  • [Helping parent: Pass out a mirror to each pair of children.]
  • Look in the mirror and make a few silly faces. Now look really happy. Look sad. Look scared. Look surprised.
  • “Now let’s look at some of the paintings Rembrandt painted. Try to pay attention to the expressions on the people.” [Show some of his portraits. I am using the ones from the children’s picture book biography, Rembrandt (Getting to Know the World's Greatest Artists) by Mike Venezia.]
  • Show Self Portrait with Wide Open Eyes (c.1630). This is an etching Rembrandt did of himself when he was younger. What kind of expression do you think he’s trying to make: happy, sad, confused, surprised,…? I think he looks kind of surprised. Look and your mirrors and try to look surprised. Let’s try to draw ourselves that way.
  • Use the below video to lead to lead the children in drawing their faces. [I wrote out the basic directions below the video.]
  • First we’ll draw your face, which is a big oval. Let’s draw a big oval.
  • Next, we’ll draw your eyes. Your eyes are actually half way down your head. Make a football shape. Make a curved line and a curved line. Make 2 curved lines under. I can look in my mirror and see that is kind of the shape of my eyes.
  • I can also see there is an iris. The iris is the colored part of your eye, and it’s a circle. When I look even closer to my eyes, I see a pupil. It’s an even smaller circle that is black in my eyes.
  • I see an eyelid, so I’m going to draw another curved line about my eyes. It connects to the football.
  • I see eyelashes. I see eyebrows. They’re above my eyes. What shape are they when I’m surprised?
  • Now let’s make our noses. Use the letter U and 2 small letter u’s right beside it. That’s my nose. If you want, you can leave it this way, or you can take the side of one of the u’s and curve it up to connect it to an eyebrow. You can do that if you want.
  • Now let’s look at your mouth. It almost makes an oval like a grape. Let’s draw that circle. It’s the inside of your mouth. Now let’s draw your lips. They are around the circle. Let’s draw 2 thin ones on the top and a thin one on the bottom.
  • Let’s look at your ears. The tops are about where your eyes are and the bottoms of your ears are about where your nose is. Your ears look like the letter C and a backwards C on the other side.
  • Let’s draw your neck, one line on this side and one line on this side, with a little curve on the bottom.
  • Now let’s draw your hair. You all have different hair. If you have short hair, you can draw a line on your head like this. If you have long hair, you can draw that same line and then erase some of your head. Now draw this line down to your neck or even past that.
  • If you have extra time, children can draw extra details on their faces.
  • If you have extra time, you can read parts of the children’s picture book biography, Rembrandt (Getting to Know the World's Greatest Artists) by Mike Venezia. I read the book ahead of time and then quickly summarized it as I flipped through the pages.
  • [Show the Rembrandt portrait again.] Who remembers the name of this artist? Yes, Rembrandt!

(Some of the above ideas and information came from CCC user RebeccaMark and CC Livermore Tutor Videos.)


  • 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: Visual Aids: Use them effectively without them being a distraction. 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 skill to work on: Posture: Lower Body: Hips stay pointed to audience, feet planted.
  • 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.

Spoon Bell

Spoon Bell

*Ahead of time you can watch a video of the experiment by Elizabeth Wilcox 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 7-13. Have children tell me or show me locations using their fingers.
  • Play-dough review time: The children sculpt with play-dough on sheets of wax paper (to protect the table) while I have them recite the memory work. Each child gets a turn selecting a subject (written on slips of paper in a bag). The child who pulled the paper answers the question from that subject for week 7. The next child answers the question from that subject for week 8, and then we move down the line until we get to week 13. Then the next child selects a subject, & they answer the question in that subject from week 7. The next child answers the question from that subject for week 8, and then we move down the line until we get to week 13. That way everyone is answering a question from a different week.

I pray that you are feeling refreshed after our break! I was so delighted to get to see you all again! Everyone did so well in class today!

If you have not yet brought an extra shirt or smock for art time, please add one to your child's backpack so that we can protect their clothing during art 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 & Activities: U.S. Space Missions.

My prayer is that through our time at CC, God will help them develop servant’s hearts, that they may serve wholeheartedly “as if [they] were serving the Lord, not men.” (Ephesians 6:7)

Please let me know if there are any specific prayer needs I can join you in praying for. I am here to serve you in any way that I can. If you ever have questions, comments, or concerns, please let me know!

Creating balloon rockets was one of the activities we did this week related to U.S. Space Missions during our Science Morning Basket & Activities time.

Creating balloon rockets was one of the activities we did this week related to U.S. Space Missions during our Science Morning Basket & Activities time.

© 2019 Shannon


Shannon (author) from Florida on January 13, 2020:

You're welcome! I'm glad you've found my post to be helpful!

Hiwot Hackett on January 13, 2020:

Thanks for a detailed information. I'm low key and would prefer just using something that already works rather than trying to re-invent the wheel. I am very thankful to have found your post!!

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