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CC Cycle 2 Week 5 Lesson for Abecedarian Tutors

Author:

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

CC Classical Conversations Cycle 2 Week 5 Abc Tutor Lesson Plan

CC Classical Conversations Cycle 2 Week 5 Abc Tutor Lesson Plan

This is the plan I used while tutoring a Classical Conversations Cycle 2 Week 5 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 class.

Geography

(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.)
***Mom/Dad Helper: Collect markers and maps and return to tutor bag. Throw away paper towel pieces.***

Timeline

• 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.)

Math

• Hear me sing the 9's.
• Let each child select an action craft stick: The entire class will say while spinning, while hopping, while under the table, while standing on one leg, while standing on a chair, while flapping your arms, while marching, & while making a silly face.
• Say 10’s while pointing to them on the board.
• Let each child select an action craft stick: The entire class will say while spinning, while hopping, while under the table, while standing on one leg, while standing on a chair, while flapping your arms, while marching, & while making a silly face.

Latin

*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 2x.

Latin future tense starts with a "bow."

Latin future tense starts with a "bow."

History

  • (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.

Science

• I chant while children listen.
• Children say it with me.
• Each child gets a turn jumping a hopscotch sequence on the floor while the rest of the class recites the sentence. (I use construction paper squares taped to the floor. I’ve seen photos of some tutors who use an old bed sheet with a hopscotch setup drawn in sharpie marker.)

  • (*At home we’ll be learning the science using the songs & hand motions by Seth.)

This was for week 4 in the fourth edition but is for week 5 in the fifth edition.

English

  • I chant while the children listen.
  • Vary who chants it: Children say it with me. Girls say it. Boys say it. Right table says it. Left table says it. Everyone says it.
  • Draw a square and a cube. Ask the children, “What is the difference between these two objects?” (One is flat and one has depth.) Define perspective: Perspective is the attempt to capture our three dimensional world on a two dimensional plane (paper).
  • Bring in two balls the same size. Have a parent helper hold a ball up at one end of the room. Have another parent hold a ball up right next to the children. The ball that is farther away will appear to be smaller. Did the ball shrink? No, this is what happens when objects are farther away from us.
  • Draw 3D shapes overlapping by following the below directions. (Another good option can be found at insidethelineslessons.com .)
  • Have children sign their art.
  • ***Parent Helper: Collect papers & set aside to dry. At the end of class while we do review, they can 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.***

Presentations

• 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: Hear silence once. Make no hmm, um, or any other sounds between your 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 and make eye contact at least one time at the beginning of your presentation.
• 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.

Expanding (#13)

Expanding (#13)

  • (*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 1-5. Have children tell me or show me locations using their fingers.
  • Hot Wheels Race: Have Child #1 select a subject. Each child recites the grammar from a different week (Weeks 1-5). Allow children to each select a Hot Wheels cars to race down a cardboard box “ramp” that is set against a table. Everyone collects their car & puts back in the “garage bag.” Go through the next subject. Repeat with a new Hot Wheels car & race. Continue until you’ve finished all the subjects. (Note: If you don't own a large collection of Hot Wheels cars, we've also done this using marbles & pool noodles. They love dropping the marbles down the hole in the pool noodle & seeing who's marble went the furthest.)

We had another great day at CC! Wow! Everyone did an amazing job with their art today! Be sure to check their folders to admire their perspective drawings!

We’ll be starting tin whistle time in 2 weeks. If you have not yet purchased a tin whistle, please get one soon as we’ll be using it every week during weeks 7-12.

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: Medieval Art & the Hundred Years' 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 passion for God, that their souls will crave Him and their hearts will cling to Him. (Psalm 63:8)

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 & baking Stained Glass Window Cookies is one of the activities we did while learning more about the history sentence. You can see more at the above link: History Morning Basket & Activities.

Creating & baking Stained Glass Window Cookies is one of the activities we did while learning more about the history sentence. You can see more at the above link: History Morning Basket & Activities.

© 2019 Shannon