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CC Cycle 2 Week 21 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 Cycle 2 Week 21 Abc Tutor Lesson Plan

CC Cycle 2 Week 21 Abc Tutor Lesson Plan

This is the plan I used while tutoring a Classical Conversations Cycle 2 Week 21 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.)


  • (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.


  • I chant while the children listen.
  • Let each child select an action craft stick. The class will do the action while we chant the prepositions. The action sticks include: spinning, hopping, while under the table, standing on one leg, standing on a chair, flapping your arms, marching in place, & while making a silly face.

(*At home we will be learning this week's and next week's English grammar using the song by Seth, posted below.)


  • 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 timeline 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.)


  • I chant while the children listen.
  • Children repeat it with me slowly.
  • Vary who says it: Boys say it. Girls say it. Right side table says it. Left side table says it. Everyone says it.


  • I sing using the tune below while the children listen.
  • Children sing it with me while I use the cup on the board as shown in the video below.
  • Speed Up: (Still using the cup on the board), everyone sings it slowly. Sing it regular speed. Sing it fast. Sing it super duper silly fast. Sing it at a regular speed.


On the board I drew a picture of Pluto (Mickey Mouse's dog) and a present with balloons inside. I quickly explained: "Air, umm, in balloons is the Plu(to) Perfect gift for Mickey Mouse’s Latin Party. Everything in the Pluperfect Tense starts with air!"

• 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.

-eram Puff your cheeks and blow out air and then pretend to hold up an umbrella. (air + um)
-erās– Pretend to shoot off some arrows.
-erat– Puff your cheeks and blow out air and then pinch your nose with a disgusted look on your face and pretend to hold up a smelly carrot (or banana) that is rotting. (air + rot) (---Go back and start from the beginning.)
-erāmus – Puff your cheeks and blow out air , place your hand on your cheek & open your mouth like you’re saying, “Oh!” and then show muscles (air + oh + mus)
-erātis – Puff your cheeks and blow out air , wave your hands like you’re saying, “No!” because someone is trying to feed you that disgusting, rotting carrot/banana (“Ehh!”), and then and then blow nose into a tissue (air + eh + tis)
-erant– 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.

Scroll to Continue


  • Music Periods: We’re learning about music from two periods: the Classical Period and Romantic Periods. Which period was pretty serious [try to look serious] and structured [do Timeline motion for Classical Period of the arts.]? Yes, the Classical Period. After the Classical Period was the emotional [say with lots of expression] period called the…who remembers? Yes, the Romantic Period. Beethoven, who we learned about last week, transitioned from classical to romantic.
  • Instruments: Let’s play the Speedy Instrument Trivia Game! 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!


  • What composition did we listen to last week? [Sing “Beethoven’s 5th” using the Dah-dah-dah-dah theme. Now you all sing that with me.
  • Beethoven’s Symphony no. 5 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 please ending. What do we call that tail ending? A co…Yes, a coda!
  • Today we’ll be listening to Brahms Symphony no. 4, Third Movement. [Hold up 4 fingers.] His music was full of emotion, so would his music be Classical or Romantic? Yes, Romantic!
  • Instead of being serious [look serious], Brahmn’s Symphony no. 4, Third Movement is lively and joyous. In music when a composer wants the musicians to play their notes in a lively and joyous manner, he or she writes the Italian words allegro giocoso (allegro gee-oh-CO-so – with a soft g sound). If the music is about the summer, children, or sunshine, you would probably play it in an allegro giocoso manner. What does allegro giocoso mean? Yes, lively and joyous. Let’s say that word together using a lively and joyous tone, “allegro giocoso.”
  • Sometimes his music gets very loud. Who remembers from when we were playing our tin whistles the word or even the letter a composer uses to instruct the musicians to play loudly? (f – forte). If the composer wants the musicians to play super loud, he adds this: [Write an ff on the board]. It means fortissimo (for-TEE-see-mo). What does fortissimo mean? Yes, very loud. Let’s say that word very loudly together, “fortissimo.”


I want you to listen for 3 things:

  • One theme we will hear a lot is a rhythm that sounds like the words “come and get your beans, boys.” Let’s clap that rhythm together! (Clap with every syllable). [Point to the notes drawn on the board] 8th note, 8th note, Quarter note, Quarter note
  • Listen for the triangle. It’s a triangle-shaped piece of metal and you hit it with a metal stick called a beater to make a dinging sound. Which instrument family do you think the triangle is in? (Percussion). This is the only movement of a Brahms symphony that uses the triangle, so make sure to listen for it! [If you own a musical triangle, bring it in and let each of the children ding it.]
  • Also listen for the orchestra to get very, very loud. What do we call that dynamic? For…. Yes, fortissimo.


  • Listening #1: Either have them play with play-doh while listening or have them sit at their seats while listening. Tell them to raise their hands when they hear the “Come and get your beans, boys” [Clap while saying that] rhythm, the triangle, or the instruments playing fortissimo.
  • Listening #2: Listen to the song again (even if you only have time to listen to part of it). Have the children lie on the floor and close their eyes while listening.


What composition did we listen to today? Brahmn’s Symphony no. 4, Third Movement [Hold up 4 fingers.] Brahmn wanted the musicians to play in an allegro giocoso manner. What does that mean? [lively and joyous manner] Sometimes they were supposed to play really, really loud. What word do we use for that? For… [fortissimo].

(You can also look for the scripts from CCC users nicoleliem & scottooth for additional ideas.)


  • 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: 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. 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: Eye Contact: Try to make eye contact with at least 2 people for at least 7 seconds each.
  • 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 Brahmn’s Symphony no. 4, Third Movement.


Tower Construction

  • Today everyone gets to work in pairs to create the tallest towers they can using only straws and tape. [Show the children lots of examples of these from the internet to give them inspiration on how to go about doing this.]
  • Have students work in pairs to create the tallest towers using only straws and tape.
  • Tip: Try to recruit any additional parent helpers you can as the children will probably need lots of help adding tape while they hold their straw structures in place.
  • Make sure to write everyone's names on their towers. (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 15-21. Have children tell me or show me locations using their fingers.
  • Shamrock Sit on It: I bought foam shamrocks from the Dollar Tree, but you could also use construction paper ones or just print off free coloring sheets and use those. On the bottom of each of my 7 foam shamrocks, I wrote a different subject. I laid those in various places around the room. I had 7 toy gold coins (though you could use other items) each with a different week number (15-21). We played a few seconds of Brahmn’s Symphony no. 4 as the children walked around the room. As soon as the music stopped, they each had to sit on a shamrock. Child A would pick a gold coin to let us know which week we were going to review. Each child would recite the subject that was on the back of the shamrock they sat on. Collect the shamrocks one at a time. After everyone has recited their grammar, lay out the shamrocks in a different order and repeat. (If candy is allowed in your class, you can give each child a chocolate-covered gold coin afterward.)

It was wonderful getting to see you all today, and we’re looking forward to seeing some of you at the symphony tomorrow morning as well!

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 geography sentence: Geography Morning Basket & Activities: Central America: Honduras.

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) Please let me know if there are any specific prayer needs I can join you in praying for.

Creating a Honduran meal was one of the activities we did this week during our Geography Morning Basket & Activities time.

Creating a Honduran meal was one of the activities we did this week during our Geography Morning Basket & Activities time.

© 2019 Shannon

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