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CC Cycle 2 Week 9 Lesson for Abecedarian Tutors

Author:

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

Classical Conversations Cycle 2 Week 9 Abc Tutor Plan

Classical Conversations Cycle 2 Week 9 Abc Tutor Plan

This is the plan I used while tutoring a Classical Conversations Cycle 2 Week 9 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.)
***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 & motions by CCHappyMom.)

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.

English

  • 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.

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.)

Science

  • I chant while children listen.
  • Have children chant it with me 2 time.
  • Basketball: Give each child a half sheet of paper & have them crumple up the paper as you chant. After we finish, have them try to throw the paper ball into the trash can. Repeat 3 more times.

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

This was for Week 8 in the Fourth Edition but is for Week 9 in the Fifth Edition.

Math

  • Hear me sing the 15s.
  • Touch Head, Shoulders, Knees, and Toes while singing together. Start slowly & go a little faster after each time.

Latin

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.

Play Performance

  • Allow any children who practiced a song at home play it for us. (Each of my children wanted to stand in front of the class and play random puffs.)

Note Value & Staff

  • Quickly review dynamics.
  • Go through notes on note value & staff as directed from the Foundation Guide.

Time to Play

  • Now it’s time to play your tin whistles! Let children get tin whistles and return to the floor.
  • Review Rules: Tin whistles are sleeping. They are silent and still. If you move or touch your tin whistle when you're not supposed to be, your tin whistle will go to tin whistle time out. [Point to tin whistle jail drawn on the board.]
  • Teach Right Hand exercise from the Foundation Guide: When playing with the right hand, the left hand will play a G (first three holes closed). Allow children to try to cover the first 3 holes & blow to play a G. Were all the holes covered? Do you have finger warts?
  • Put tin whistles in chin position. Show how to finger an F# note. First do this in chin position & check finger positioning. Now try playing it. Were all the holes covered? F is lower in pitch than the G.
  • Return tin whistles to chin position. Show how to finger an E note. First do this in chin position & check finger positioning. Now try playing it. Were all the holes covered? E is lower in pitch than the F#.
  • Return tin whistles to chin position. First do this in chin position & check finger positioning. Now try playing it. Were all the holes covered? D is the lowest note on their tin whistle. All the finger holes must be completely covered.
  • Practice Mary Had a Little Lamb. If time allows, let each child play it alone.
  • Practice something at home to play for us next week!

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: 3-Second Rule - Count to 3 [silently in your mind] when beginning and ending. 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: Look listeners in the eye to show confidence and engage them.
  • 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.

Taking turns shooting off stomp rockets -

Taking turns shooting off stomp rockets -

  • (*Ahead of time you can watch a video of the experiment by CCLivermore Tutor posted below.)
  • In our community our director discussed rockets with the children and then we let them have turns jumping on a stomp rocket. After that, our director had all the classes gather as she shot off an actual rocket.
  • 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 3-9. Have children tell me or show me locations using their fingers.
  • Nerf Gun Review: Each child gets a turn selecting a subject (written on slips of paper in a bag). The child who pulled the paper answers that subject question from week 3. The next child answers that subject question from week 4, and then we move down the line until we get through week 9. Then everyone gets to head to the "Firing Range" to shoot 3 Nerf darts at the target drawn on the board. Then have the next child in line select a subject and repeat the process again.
  • Note: I always give children the option of reciting by themselves, reciting with a prompt from me, reciting with help from the entire class, or reciting with just me.

I am overjoyed that you are a part of our CC class this year, and that I get to partner with you in educating your precious families!

We'll be playing Mary Had a Little Lamb on our tin whistles at the Thanksgiving lunch. We'll be practicing it in class each week. If you’d like to have your child practice that song at home (or any other song) and play it for us in class, we’d love to hear it! At the beginning of tin whistle time each week, each child has an opportunity to perform a song they learned at home if they would like to play it for us.

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: History Morning Basket & Activities: History of Russia.

.This week I will be praying for each of your children. My prayer is that through our time at CC, God will teach them perseverance in all they do so that they can “run with perseverance the race marked out for [them].” (Hebrews 12:1)

Practicing military drills like Peter the Great loved to do was one of the activities we did this week related to the History of Russia during our History Morning Basket & Activities time.

Practicing military drills like Peter the Great loved to do was one of the activities we did this week related to the History of Russia during our History Morning Basket & Activities time.

© 2019 Shannon

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