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 3 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 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 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 by CCHappyMom.)
• Sing through the song one time, laying the cards in order, face up on the table.
• Allow each child a turn to use a fly swatter to swat the individual TL cards as we all sing the song together.
• Hear me sing the 5's.
• Have children sing it slowly with me.
• Sit in chairs and push arms back and forth like rowing with oars (5 times).
• 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.
bam – Bummer! Index fingers trace frown on your face because the present/gift is messed up (imperfect)
bās – Hold arms out wide like you’re driving a bus
bat – Index fingers point at your butt (---start from beginning)
bāmus – ASL for sheep: Pretend to hold their little lamb in one arm and use your index & middle fingers of the other hand to gently cut some wool off of their lamb (that says “baah”) then show muscles
bātis – ASL for sheep: Pretend to hold their little lamb in one arm and use your index & middle fingers of the other hand to gently cut some wool off of their lamb (that says “baah”) & then blow nose into a tissue
bant – pretend to hold a baseball bat and bunt the ball
• Sing together all the way through with the motions 2x.
- I sing the history song while children listen. I added 3 motions:
Lion-hearted = pat heart with your right hand
fought = punch in the air like you're fighting
Crusades = pretend to pull a sword from your side sheath
- Have children sing it with me 2 times while doing the 3 motions.
- Basketball: Give each child a half sheet of paper & have them crumple up the paper as you chant. After we finish singing, have them try to throw the paper ball into the trash can. Repeat 3 more times.
- Hear me sing the 6's.
- Have children sing it slowly with me. Repeat.
- Use skip counting maze worksheet and markers (p. 7 on confessionsofahomeschooler.com.) Have children sing while doing the maze.
- Repeat 3 more times, going over the same lines each time.
- I chant while children listen. I also added in finger counting: On R hand, hold up 1 finger for first, 2 for second, and 3 for third singular. For plural, hold up 1 finger on both hands, 2 fingers on both hands, and then 3 fingers on both hands. I’ll also move my arms forward as I'm holding up my fingers to make a larger motion.
- Let each child select an action craft stick: The entire class will say while spinning, hopping in place, under the table, balancing on one leg, standing on a chair, making a silly face, & waving arms in the air.
- I chant while children listen.
- Chair Chants: Have children stand up with their chair next to them and chant it with me. Have them step on to their chair & chant it. Have them step down from their chair & chant. Chant while standing in chair. Chant on ground. Chant while standing in chair.
- (*At home we’ll be learning the types of consumers using the song & motions by Seth.)
- You might look at a picture and think there is no way you can draw it. Last week we learned that one way to get better at drawing is to practice drawing mirror images of objects. The first week we learned that you can draw better by looking at pictures in terms of their OiLs. What shapes are included in OiLs? It’s not always easy to do that, though! You just keep seeing the whole picture and it looks really hard to draw! One way to force yourself to see the picture in terms of circles, dots, lines, angles, and curved lines is to turn the picture upside down and draw it that way! That will really force your mind to focus on its OiLs.
- Read The Turn-Around, Upside-Down Alphabet Book. Have the children say each letter. The flip the book upside down and only read that part.
- Today we’ll try two exercises to illustrate:
- Exercise 1: Write your name. Look at your name upside down and try to replicate it. Focus on the oiLs
- Tip 1: Use paper to cover most of your name, and then draw only the lines they see. Move paper gradually to revive more of the image as they draw. This really reinforces seeing the lines and not the object.
- Tip 2: When it comes to a complicated drawing with details and proportion, it can be much easier to copy the image upside down, concentrating on the shapes and relationships rather than the drawing itself, which can seem way too difficult.
- Exercise 2: Have the children draw a simple drawing of a lion (because of Richard the Lion-Hearted) such as the finished one from CCC User kdhill02 (C1W3 Drawing Instructions & Example), but don’t tell the children what they will be drawing! Print a copy for each child. Fold the paper into 4 or 5 parts (not hotdog style but the other direction) so that there will be obvious places for them to stop. Place each picture upside down in a large envelope. Have helping moms assist children in pulling out a little bit of the picture at a time. Lead the children from the whiteboard in drawing those lines. You’ll need to repeatedly emphasize, “Do not peek ahead!” Concentrate on the individual shapes, not the whole image. Flip paper over. Isn’t it impressive what they just drew?
- Have children sign their work.
- ***Parent Helper: Collect papers & put in children’s folders to be sent home OR collect them for the art portfolios that will be returned at the end of the 6 weeks if you would prefer to do that instead.***
• 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: Volume: Can the whole room hear you audibly? Make sure to not be too soft or too loud. 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: Make eye contact at least one time.
• 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 the experiment by CCLivermore Tutor posted below.)
- 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. In the meantime, you can check the script from CCC user nicoleliem for additional ideas.
- 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 1-3. Have children tell me or show me locations using their fingers.
- Musical Chairs: Play Timeline CD. The child who doesn't get a seat gets to pick out a question card (minus timeline or geography) from a bag and answer it. If it’s from this week’s new grammar or if the child is unsure, everyone gets to help. Sometimes I tell them to go around the chairs while hopping, skipping, on their tip toes, and walking backwards.
It is such a pleasure to observe the enthusiasm and energy in our class each week as the children learn the new material, play games, and develop their friendships!
We loved hearing all the funny jokes and other topics during presentations today!
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: Knights & the Crusades.
This week I will be praying for each of your children. My prayer is that through our time at CC, they will grow to find God’s Word “more precious than gold, than much pure gold; and sweeter than honey, than honey from the comb.” (Psalm 19:10)
- 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