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CC Cycle 2 Week 20 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 20 Abc Tutor Plan

CC Classical Conversations Cycle 2 Week 20 Abc Tutor Plan

This is the plan I used while tutoring a Classical Conversations Cycle 2 Week 20 abecederian class. I have included all the subjects including new grammar, fine arts, 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.)


  • I sing through with the motions with the children listen.
  • Children sing & do motions with me.
  • Children jump back and forth over a line (masking tape on the floor) as we sing the song together five times.


• I sing to the tune of Ring Around the Rosie while the children listen.
Ring-a-round the rosie === The circumference of a circle
A pocket full of posies, === equals two times pi
Ashes! Ashes! === (3.14)
We all fall down == times the radius.
• The children sing it with me twice.
• Sing while doing Ring Around the Rosie actions (holding hands, walking in a circle, & then falling down at the end). Repeat 3 more times.


• I chant it & do motions while the children listen.
The 2nd Law of Thermodynamics states = Hold out 2 fingers
Heat Fan yourself like you’re hot
will always flow from = Move your arm in a wave-like motion
an area of higher temperature = Hold arms up high & stand on tip toes & say in a high, squeaky mouse voice.
to an area of lower temperature. =Drop down quickly and touch hands to the floor & say in a low, manly voice.
• 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. (*Everyone does the motions whether or not they are the ones saying the sentence.)

(*At home we’ll be learning the science sentence using the song & motions by Seth.)


  • Flash the cards, while singing card titles 1, 2, & 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.


  • I chant while children listen using this rhythm from Classical Conversations of Morgantown (posted below).
  • Speed Chants: Children say it with me really slowly. Say it slowly. Say it regular speed. Say it fast. Say it super fast. Say it super duper silly fast.


  • I sing and explain motions & they repeat after me. We “pretend to be U.S. troops” and march in place for the first part of the song. When we get to “capturing”, everyone will pretend to capture themselves (like giving yourself a hug) and then stand still until we finish the song.
  • Repeat 5 more times with motions using a quiet voice, medium voice, loud voice, super loud voice, & regular voice.

*Parent Helper: On the board draw a slice of 3 layer cake with a dollop of whipped cream on the top. On each layer of the cake write one of the following (in order): exposition, development, & capitulation. Inside the whipped cream write "coda."

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Review Music Periods

Last week, we learned that the Classical Period and Romantic Periods of music history. The Classical Period was pretty serious [try to look serious] and structured [do Timeline motion for Classical Period of the arts.] Then came the Romantic Period that was emotional [say with lots of expression]. The composer we’re learning about today, Beethoven, transitioned from classical to romantic.

Review Groups of Instruments

We also learned about different kinds of instruments. Who can name one of the groups?

  1. Strings: [Show a picture of string instruments] Strings are a group of instruments voiced by tightly stretched strings that are strummed OR scraped with a bow OR plucked (as in the case of the harpsichord). They include the violin; the viola, which is larger than a violin; the cello, which requires you to sit down; the bass, which requires you to stand up; and the harpsichord, which looks like a piano but the strings are plucked. What group of instruments are these? Yes, string!
  2. Woodwinds: [Show a picture of some woodwind instruments & name them] Woodwinds are a group of wind (blown) instruments with finger keys to adjust the size of the wind aperture, which produces different notes. One woodwind instrument that you know how to play is the tin whistle. What group of instruments are these? Yes, woodwinds!
  3. Brass: [Show a picture of some brass instruments & name them] Brass is a group of instruments that produce loud, sustained sounds by air forced through the mouthpiece and tubing. What group of instruments are these? Yes, brass!
  4. Percussion [Show a picture of some percussion instruments & name them] Percussion instruments are struck or shaken to vibrate a skin (drums), metal (cymbals, triangles, gongs), or strings (piano). What group of instruments are these? Yes, percussion!


Today we’ll be listening to Beethoven’s Symphony no. 5. He had a “recipe” for writing his music. His “recipe” was Sonata form. What was it called? Yes, sonata form. Sonata form is a style of writing pieces of music. There are four parts: exposition, development, recapitulation, and coda. The coda is the ending or the tail. What is the coda? Yes, the tail!


  • I have a complete script for introducing the piece but it's on my computer that crashed. If I'm able to get it off the hard drive, I'll add it. In the meantime, use the script from CCC user Nicoleliem to introduce the piece.
  • Listen: Hand each child a marker and the Music Listening Map by CCC user wenderbell . Allow children to follow the chart using their marker. I will model for them as we listen together. Listen to the song again if there is time.
  • What composition did we listen to? [Sing “Beethoven’s 5th” using the Dah-dah-dah-dah theme.] Now you all sing that with me. Beethoven’s 5th (sing while saying it) symphony was written using what kind of form or recipe? So… Yes, sonata form. What are the 3 parts? Let’s say them together: exposition, development, & capitulation. Beethoven added a special ending, his whipped cream, to the end to give it a pleasing ending. What do we call that tail ending? A co…Yes, a coda!


  • 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: Posture: Stand still ad straight with shoulders relaxed and head high. Hips stay pointed to audience and feet are planted. 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: Sound: Use appropriate volume, inflection, and tempo. Speak using a volume so that the whole room can hear you. Vary your inflection; don’t use a monotone voice. Don’t speak too fast or 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 or Beethoven’s Symphony no. 5.


Straw Bridge Construction

  • Ahead of time find out the testing parameters your director has in mind. How long of a space does it need to span? (Make sure the children's bridges are LONGER than that space.) We did a 12 inch span, so that the children could use a ruler and then make their bridges slightly longer than the ruler.
  • 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.
  • I do remember that we divided the class into pairs.
  • The children used straws, play-doh, and rubber bands to create as strong of a bridge as they could. My parent helper and I were there to encourage them to think through ideas but we did not make suggestions.
  • Make sure to add the children's names to their bridges. (A sharpie marker should work.)
  • 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 14-20. Have children tell me or show me locations using their fingers.
  • Nerf Complete Review: Ahead of time place a sticky note under each child’s seat. Each sticky note will have a different subject on it. Each child will get a turn to find the sticky note under their chair. We will review all the grammar in that subject from weeks 14-20 together as a class. Then all the children will get to line up at the “firing range” and shoot 3 bullets at the targets drawn on the board. The next child will find their subject. While we review that subject, helping mom/dad will reload the guns. Repeat until all subjects have been covered. *Make sure that Timeline is last.

I truly feel blessed to be a part of your lives and a part of this amazing CC community! It was a delight getting to hear each of the children recite a memory verse or poem this week! They each did an amazing job!

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: President Johnson & the Vietnam War.

This week I will be praying for each of your children. My prayer is that through our time at CC, they will develop a willingness and ability to work hard at all that they do “as working for the Lord, not for men.” (Colossians 3:23)

© 2019 Shannon

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