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CC Cycle 2 Week 17 Lesson for Abecedarian Tutors

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Former abecedarian CC tutor (iijuan12), former history teacher, & currently a Christian homeschooling mama of 9 blessings

CC Classical Conversations Cycle 2 Week 17 Abc Tutor Lesson Plan

CC Classical Conversations Cycle 2 Week 17 Abc Tutor Lesson Plan

This is the plan I used while tutoring a Classical Conversations Cycle 2 Week 17 abecederian class. I have included all the subjects including new grammar, Great Artists, presentations, science experiments, 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.)

-Have the children use their dry erase markers to quickly trace around the borders of the continents and then erase them. (Be sure to emphasize that they should focus on the basic shapes, not the details.)
-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.)


• Flash the cards, while singing card titles 1, 2, & 3, then 1-5 card titles, then 1-7 card titles.
• Mix the cards up on the table. Have each pair of children get a turn trying to put the TL cards in order on the table while we sing the song together slowly. (If you have a smaller class, you can let each child do it individually.)


***Parent Helper: Pass out a paper square to each child.***

  • I chant and do box step foot motions while the children listen.
  • Step on each corner of the square as we chant:

The area – step with left foot on top left corner
of a square – step with right foot on top right corner
equals length of its side - step with left foot on bottom left corner
squared. – step with right foot on back right corner

  • Repeat 6 times, going faster each time.


*On the board next to the new grammar draw a picture with a present with a bow on it. "The bow on the present will keep you from opening it now. You can open it in the future. Do you know what's inside the present that you can open in the future? A bow to use with an arrow!"

• 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.

Bow and arrow (like Assyrians Timeline motion)

bis Hold up your fingers and thumb like you’re holding a biscuit
bit – Pretend to take a bite and chew. You just bit it. (---Start from the beginning.)
bimus – Pretend to put a bib around your neck and then show muscles (bi+mus)
bitis – Pretend to put a bib around your neck and then blow nose into a tissue (bi+tis)
bunt – Hold your hands out like you’re surprising someone and saying, “Boo!” and then wiggle your index finger back and forth like you’re saying, “Nh, nh, don’t do that!” (boo+nt)

• Sing together all the way through with the motions 2 times.



  • (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.
Scroll to Continue


  • Chant the sentence while the children listen.
  • Have children chant along 2 times.
  • Hand each child a half sheet of scrap paper. As you say force, crumple up the paper, as you say, "mass" hold the paper in one hand ready to throw, and as you say, “acceleration,” everyone throws their paper ball into the trashcan, causing the paper to accelerate. Repeat 3 more times.

(*At home we will be learning this using the song & motions by Seth, posted below.)


• I chant while the children listen. I use the rhythm by Classical Conversations of Morgantown, which is posted below.

• 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. Chant while doing that action.

Students globing on textured paint like Morisot - If you're director okays it, I'd recommend having them instead painting in the outlines on a pre-printed Morisot painting.

Students globing on textured paint like Morisot - If you're director okays it, I'd recommend having them instead painting in the outlines on a pre-printed Morisot painting.

  • ***Parent Helper: 1) Help children put on t-shirts or smocks to protect their clothing. 2) Cover the table with a plastic tablecloth.
  • Show a compact mirror to remind the children of the first artist who painted portraits and practiced painting expressions by making silly faces at himself in the mirror and drawing those. Who remembers his name? (Rembrandt). Show a toy tree. Which artist did we learn about last week who loved to paint landscapes, but had to add people to them so he could make money? (Gainsborough) Show the ballet slipper to remind children of the impressionistic artist who loved drawing ballerinas and was wonderful at painting and drawing movement? Who remembers his name? (Edgar Degas) Show funny glasses to remind children of the impressionistic artist who loved to show how light reflects on items & used a dabbing technique that sometimes made objects look fuzzy. Who remembers his name? (Claude Monet)
  • Today we’re going to study about an artist named Berthe Morisot. Say that name with me, “Berthe Morisot.” Unlike the other artists we have learned about, Morisot was a woman, not a man. To help you remember Morisot, I’m going to show you this thick paintbrush because Morisot liked to really glob on the paint.
  • Berthe Morisot was born in 1841 in France, which is right here on the map (point it out on the CC map). You learned that country during week 3’s geography. She lived at the same time and place as Edgar Degas (Fine Arts Wk 15) and Claude Monet (Fine Arts Wk 16). Because she was a woman, she almost always painted either women or children. In her art, she captures delicate light colors that appear fresh and airy. Her strokes appear to be gentle and swirl across her painting. If you look up close at her strokes, they are just thick lines, but when you stand back, it blends into an object. When Morisot painted, she loved to use lots and lots of colorful paint. Instead of us using lots and lots of paint, we’re going to add some sand and flour to our paint to thicken it. (Some information came from CCC user RebeccaMark.)
  • Give each pair of children a plate of a large amount of yellow mixed with white paint (light yellow) and some white paint. This will be used to paint our initial background. Have everyone paint the entire paper light yellow using long strokes.
  • Berthe Morisot’s backgrounds were not one color. She also dabbed on many different colors of paint in the background too, so to start we’re just going to dab on some white around on different parts of the paper.
  • Follow the directions at Inside the Lines, posted below. We let each of the children pour in a texture substance & mix it in to one color of paint. Everyone shared the paints. I would have liked to have used pre-printed prints of Morisot's portrait picture from Inside the Lines, but our director wanted us to let the children paint whatever they wanted to paint.
  • Show the large paintbrush. Which woman impressionistic artist did we learn about today who piled the paint onto her canvases? Yes, Berthe Morisot!


  • 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: Silence: Have at least one silent pause on purpose. Make no hum, um, or other sounds while trying to recite your poem or between sentences or thoughts. 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: Smile at least one time at the beginning of your speech and one more time during your speech to create a friendly rapport with your audience.
  • 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 one of the experiments by CCLivermore Tutor posted below.)
  • I do have a full script for these activities 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.

Energy Change (#174)

  • 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 11-17. Have children tell me or show me locations using their fingers.
  • Valentine’s Heart Hunt: I cut out 21 red construction paper hearts. On one set I wrote out the subjects. (One has Latin, one has Math, etc.) On two sets I wrote the numbers 11-17. A parent helper will hide one of the sets of numbered hearts around the room. All the children will find one heart and then sit down. Child #1 will pick one of the subject hearts. We will review that subject. The children will answer from the week number that is on the heart that they found. (Meanwhile, a parent helper will be hiding the second set of numbered cards.) Repeat until all subjects have been reviewed.

I am so proud of each of your children. They are such sweet blessings to have in class! I am so impressed with how well they are doing with review. I think everyone was able to recite most of the history sentences. It shows that you're doing a great job reviewing with them! Thank you!

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: World War II & Cold War (Week 21).

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).

Dramatizing the Berlin Airlift & Chocolate Pilot was one of the activities we did this week related to WWII & the Cold War during our History Morning Basket & Activities time. (By the way, we live in Florida, which is why the weather looks so nice.)

Dramatizing the Berlin Airlift & Chocolate Pilot was one of the activities we did this week related to WWII & the Cold War during our History Morning Basket & Activities time. (By the way, we live in Florida, which is why the weather looks so nice.)

© 2019 Shannon

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