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CC Cycle 3 Week 1 Lesson for Abecedarian Tutors

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

Classical Conversations CC Cycle 3 Week 1 Lesson for Abecedarians - CC C3W1

Classical Conversations CC Cycle 3 Week 1 Lesson for Abecedarians - CC C3W1

This is the plan I used for a Classical Conversations Cycle 3 Week 1 abecedarian 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.

Introduction & Class Procedures

• Give a great big smile and welcome everyone to their first day of CC!
• Go around and say names.
• Where students will put their things: line up backpacks on backs of chairs, put snacks/water bottles on snack table (or a basket), put presentation materials on presentation table (or in a bin). We will do this in a couple minutes.
• What students will do when someone else (the tutor or another student) is talking: Stop, Look, Listen.
• I have a special signal I want you to learn. Whisper: Abecedarians have a special signal for when they want to say something. [Raise your hand]. What students will do when they have questions, need help, or wish to speak: Raise your hand and WAIT to be called on. The only way for me to know you want to say something is for you to do the special signal. What is it? I only call on students who quietly raise their hands.
• Ask children to show what they will do if they want to speak. (Raise hands & quietly wait.)
• Ask them to point to where their snacks and water will go at the beginning of each class. Have them pick up their snacks and water and put them there and then sit down.
• Ask them to point to where their presentation items will go at the beginning of each class. Have them pick up their presentation items and put them there and then sit down.

***Parent Helper: Help pass out class set of trivium maps, dry erase markers, and small pieces of paper towels to each child.***

  • Blob mapping: Tell them that the next thing they get to do every week is to trace all of America. You’ll do this each week as soon as you come in after you’ve put your backpack, snack, water, & presentation item in their places.
  • Model how to do a very fast, rough sketch of America on the trivium map using a dry erase marker.
  • Have the children use their dry erase markers to trace around the border of America 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. [Repeat this for each location.]
    -Show me where Augusta, ME is. Put a dot on it.
    -Show me where Concord, NH is. Put a dot on it.
    -Show me where Boston, MA is. Put a dot on it.
    -Tell me which state & capital this is. It’s Prov… (Yes, it’s Providence, RI.) Put a dot on it.
    -Tell me which state & capital this is. It’s Har… (Yes, it’s Hartford, CT.) Put a dot on it.

    *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 songs & hand motions by CCHappyMom .)


• Explain hand motions and have children repeat after me. (Go half way through and then start again.)
1 Age of Ancient Empires (creation – c. 450 AD)
• Ancient: Right palm-left A-hand, begins at chin and moves down in a wavy fashion (as if tracing an imaginary beard).
2 Creation and the Fall
• Creation: Both arms make a giant circle above the head.
• Fall: Palm-down flat-hands drop down.
3 The Flood and the Tower of Babel
• Flood: Palm-down 5-hands rise up while wiggling fingers.
• Tower: Palms-facing, flat-hands trace the outline of a tower to the sky.
4 Mesopotamia and Sumer
Mesopotamia means “between rivers.”
• Between: Right flat-hand bounces between the 1st and 2nd fingers of left hand.
• Rivers: Palm-down R-hands move away from body while bouncing like waves.
5 Egyptians
• Egypt: Right palm-out X-hand, rests against forehead representing the asp in the headdress of the pharaohs. Turn face slightly to the side to represent Egyptian-style art./
3000 BC (2x)
6 Indus River Valley Civilization
• India: Right index finger points to the mid-forehead.
• River: Palm-down R-hands move away from body while bouncing like waves.
7 Minoans and Mycenaeans
Minoans enjoyed bull jumping. Mycenaeans of Greece worked with gold.
• Minoans: Palm-out Y rests on center of forehead (like a bull).
• Mycenaeans: Right index finger points to earlobe. Then right Yhand twists back and forth (representing gold).
• Sing & do motions 2 times.
• Sing while flipping through each of the cards, passing one out to each child.
• Have them bring up their timeline card and put it on the board as we sing the song together.

Math (1s)

(Note: I separated the math this week to spread out the physical activity.)
• Allow each child a turn to hop up and down 15 times. Tell them we’re going to see who can do it the fastest. Have everyone count together as each child hops.


  • (Ahead of time underline 8 of the main words in the history sentence.)
  • Sing the history sentence while children listen.
  • Allow each child to have a chance erasing an underlined word from the board. Sing it together after each time.


• I chant using the rhythm posted by Missy Wilson while children listen.
• Recite together saying it as slowly as you can. Get faster and faster each time you chat through it. Be sure to get silly on the 6th time through!


  • Chant using a clap/slap rhythm while children listen. (Clap when saying the Latin word and then gently slap the table when saying the English word.)
  • Chant together very slowly two times using the clap/slap rhythm. Have the girls do it. Have the boys do it. Have everyone do it again together two more times.
  • If you'd like to set it to music at home, you can use the song from funny shirl (posted below).

Math (2s)

  • I sing while kids listen: 2s.
  • Have children sing it with me.
  • Line up children into 2 lines. March around the room singing the twos. Each pair of children gets a chance to be the leader.


  • Read the science sentence & do the motions from Seth (posted below) while the children listen.
  • Allow children to each roll the silly voice die* & sing them using that silly voice: Squeaky mouse voice, say it like a soldier, cowboy, stick out your tongue and say it, butterfly whisper voice, & T-rex voice. (*I use a foam die from the Dollar Tree, put stickers on it [so I can change out the voices], & write on the stickers.)
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OiLs drawing of one of Columbus's Spanish ships

OiLs drawing of one of Columbus's Spanish ships


• Explain that we’ll be spending 6 weeks on drawing, found in the Foundations Guide. The skills we learn can be fun to practice at home as well. There are 5 basic shapes that an artist looks for, uses, and builds upon. We remember them by using the word OiLs: O for circles, i for dots and line, L for angle lines, and S for curved lines.
O - Circles- any round shape not colored in
i - Dots – any round shape colored in
i - Straight lines – any straight line, not matter how thick
L - Curved line – any curved line that is not enclosed
s - Angle lines – 2 lines joined together, like the number 7 or the corner of a square.

• OiLs – Pass out OiLs cards printed from CCC user nicoleliem. Each child will get a card that has the word circle, dot, straight line, curved line, and angle line along with a few examples. Let each child take a turn going up to the board and drawing their shape on the board. We started with a circle, and a child drew a face. The next child drew dot eyes. The next child drew straight line eyebrows, etc. (They actually did this on their own without any prompting from me.)

• When looking at a picture, some artists look at the lines, not the whole picture. We’re going to draw a picture from the history sentence we just learned about.

• Hold up the picture on p. 14 from Draw Write Now Book Two that shows Columbus’s 3 ships. [If you don’t have that book & can’t get it through the library or a friend, you can use the below YouTube video.]

• Ask, “What do you think this is a picture of?” (Columbus’s three Spanish ships named the Nina, the Piñta, and the Santa Maria.)

• Using a pencil (not crayons), draw at least one of the ships together by following the steps on p. 14 from Draw Write Now Book Two. I model on the board, step by step, & the children follow each step.
*If I have a child who cannot follow these directions, I use my finger on his/her paper and show them step by step of where to put the lines & marks, having them follow my finger with their pencil. I also might make two dots & tell them to connect them.
*Remind children to look at the lines, not the whole picture. *
• 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 use this for an abc class, you will need to significantly simplify it.

• Have children collect presentation items from the basket/table.
• Remind that when someone else is talking, children should: Stop, Look, Listen.
• Explain presentations: Each week 1-3 minutes. Assigned topic or any topic. Props are always a big help. Each week we’ll work on a new presentation skill. Today’s focus will be, “Speak loudly so everyone can hear you.” What is today’s focus? [Remember to raise your hand to answer.]
• When presenting: Stand on the X and say your name. ("Hi, my name is...") Tell us 1 or 2 things special about each of the items you brought. Then ask if anyone has any questions: "Does anyone have any questions?" Use the listener’s names when calling on them. The listeners raise their hands. The presenter then asks, "Yes, [name]. What is your question?"
• Each child gets 1 question token (a foam rectangle with their name written on it).
• Have children go in alphabetical order. (We rotate each week.)
• Next week’s optional topic: Use your Lego’s to create one of Columbus’s ships. If you don’t like using Lego’s, you can make your ship out of play-dough or draw it. Learn a little bit about Columbus and tell us 3 interesting facts you learned about him.
• Next week’s skill to work on: Stillness: Show confidence and relaxation by being still.
• 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.
***Parent Helper: Take pictures of each child holding "First Day of CC" sign.***

  • ***Parent Helper: While we’re doing science, hide the review game envelopes around the room.***
  • Use ideas from the below CCLivermore Tutor video posted below.

Cycle 1 Week 1: Blinking

  • Have children make a blob map on a sheet of paper. Look at the example from CCC user amy.snider if you need an example.
  • Review Hunt: Place each of the new grammar subjects in envelopes and then add a few more envelopes with fun actions on them (lead the class in doing a fast dance, lead the class in making a super silly face, lead the class in doing 3 jumping jacks, & lead the class in doing a ninja move). Have each child take a turn finding an envelope, opening it up, and doing whatever is inside. For grammar review, we answered together as a class.

Wow! Today went so well! Everyone was very attentive this week! I am excited about getting to know each of your precious children better this year as we explore Cycle Three together!

Everyone did an amazing job with presentations today! Everyone was prepared and participated, and no one broke down into tears. I consider that to be a huge success for the first day!

Memorizing at Home: In order to memorize the weekly facts my family:

• keeps a photocopy of the facts from Cycle 3 in my vehicle so that we can go over the facts while waiting in the vehicle and pushing swings at the park.
• plays the CD while eating lunch & sometimes as background music while the children play or while we are driving.
• sings and does hand motions to review the current week’s facts (4 days a week). I filmed us reviewing our CC material and posted it at .

Morning Basket Ideas: 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:

Maine Books & Videos:
New Hampshire Books & Videos:
Massachusetts Books & Videos:
Rhode Island Books & Videos:
Connecticut Books & Videos:
Fun activities we did:

If you'd like to focus on the history sentence instead, here's what we did the last time we studied Cycle 3: History Morning Basket Ideas: Columbus.

This week I will be praying for each of your children that through our time at CC they will “grow in the grace and knowledge of our Lord and Savior Jesus Christ” (2 Peter 3:18).

If you ever have questions, comments, or concerns, please let me know!

Baking Boston Brown Bread together during our Morning Basket Geography time

Baking Boston Brown Bread together during our Morning Basket Geography time

What our daily CC review time looks like

States & Capitals: We love using CCHappyMom AND this song for geography.

© 2020 Shannon


Shannon (author) from Florida on August 20, 2020:

Hi Laura! I'm happy you've found the lesson to be helpful. You don't need to subscribe to see the remaining lessons. I'm currently uploading them as time allows. I'm hoping to have them all uploaded soon.

Laura on August 20, 2020:

Hi Shannon! These are amazing! Do I need to sign up for emails or subscribe to see cycle 3 week 6 and on?

Shannon (author) from Florida on August 03, 2020:

Hi Kay! I'm happy you've found my lesson to be helpful! The part from nicoleliem should be on CC Connected. It's something that I can't post a link for on this page as you have to be logged into the CC Connected system to access it.

Kay on August 02, 2020:

Thank you so much for this! You’re the best! On the fine arts part you reference an oil card posted by user ccc nicoleliem. Is there a link to that?

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