Former abecedarian CC tutor (iijuan12), former history teacher, & currently a Christian homeschooling mama of 9 blessings
This is the plan I used for a Classical Conversations Cycle 3 Week 13 abecedarian class. I have included all the subjects including new grammar, fine arts, 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.)
- Welcome back! Hopefully you had a wonderful break! I missed you and am delighted to see you again! We traced America for the past 12 weeks. Who can find it? Very good! For the next 12 weeks we're going to trace all the continents. You don't need to do all the details. Just quickly trace around the basic shapes like this. [Demonstrate.]
• Blob mapping:
-Have the children use their dry erase markers to quickly trace around the borders of the continents and then erase them.
-Have the children put the caps on their markers and lay them down.
• Point out the mountains 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 the Rocky Mountains are. Put a dot on them.
-Show me where Pikes Peak is. Put a dot on it.
-Show me where Mt. Elbert is. Put a dot on it.
-Show me where the Sierra Nevadas are. Put a dot on them.
-Show me where Mt. Whitney is. Put a dot on it.
-Tell me which mountain this is. It's Mt. Whit… (Yes, Mt. Whitney.) Put a dot on it.
-Tell me which mountains these are. They're the Sierr… (Yes, the Sierra Nevadas.) Put a dot on them.
-Tell me which mountain this is. It's Mt. El… (Yes, Mt. Elbert.) Put a dot on it.
-Tell me which peak this is. It's Pi… (Yes, Pikes Peak.) Put a dot on it.
-Tell me which mountains these are. They're the Rock… (Yes, the Rocky Mountains.) 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. (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.)
• Explain hand motions and have children repeat after me. (Go half way through and then start again.)
• 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.
- Hear me sing and point to math sentence. I will be using HuntFish song: (The hip bone’s connected to the…).
- Allow children to each have a turn pulling an action stick: march in place, hop in place, spin around, stand on one leg, put out your tongue, sit under the table, stand on your chair. Sing while doing that action.
- (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.
- Chant "To Beat" while the children listen.
- Speed up: Recite together chanting "To Beat" as slowly as you can. Get faster and faster each time you chant through it. Be sure to get silly on the 6th time together!
(*At home we’ll be learning the English Grammar using the song by Heidi Stauff.)
- Sing the Latin sentence while the children listen. (Our community will be using the song by King Things - Ross King.)
- Chair Chants: Have children stand up with their chair next to them and sing it with me. Have them step on to their chair & sing it. Have them step down from their chair & sing. Sing while standing in chair. Sing while on the ground. Sing while standing in your chair.
This starts with English. Latin starts at 1:40.
- Chant (or sing) the science sentence while the children listen. This is a tough one for them to learn, so if your community allows you to use unofficial-CC songs, I highly recommend using a song.
- Allow children to each roll the silly voice die & chant (or sing) the sentence 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.
(*At home we’ll be learning the science sentence using the song by TwoFish.)
- Materials per child: table cover, paper, black crayon or Sharpie marker (thin if possible), black pen, watercolor paints, bowl of water, a large/fat paintbrush, & tape (optional)
- Why use those materials? A black crayon or a Sharpie marker won't run when it's painted. The black pen is thin enough for details of people, which will need thinner lines. The large/fat paintbrush will allow them to paint more quickly. Scotch tape can be used to tape a picture on the back after it's dried if a child paints a hole through it. (Yes, this happens almost every time.)
- Step 1: Landscape: (Use a black crayon or Sharpie marker.) I lead the children by modeling and verbal instruction in drawing the landscape step-by-step. Use a crayon or Sharpie marker to draw a landscape of trees, a horizon line, and mountains in the background, the place that is far away from us. Draw a house, bridge, and stream in the foreground, the part of the painting closer to us. I used the first part of the drawing idea from the below video by TwoFish.
- Step 2: Artist Introduction: Show a toy house and a toy person. Say something like, "Today we're going to learn about an artist named Grandma Moses who was a folk artist, which means she didn't have any art classes or formal training to become an artist. She liked to paint towns with houses, animals, and people doing different activities.
- Use the book Grandma Moses by Mike Venezia and quickly flip through it as you quickly discuss who she was and what her paintings looked like.
- Step 3: Add Busy People. (Use a black pen.) Now we're going to add people to this picture. We'll use a black pen to add at least 5 people. They each need to be doing something. You get to draw your own people and have them do whatever you think they would be doing. Are they petting a sheep? walking up the mountain? having a picnic? picking apples? rolling down the hill? holding balloons? walking a dog? You get to decide.
- I added stick figure people to my picture without providing verbal instructions. If children want to copy what I draw, they can imitate my drawing, or they can draw their people and their activities on their own.
- Step 4: Watercolor Paint. (Use a large paintbrush.) Children should use a large paintbrush to paint their pictures. *Remind them to not use too much water or their papers might tear and because the colors won't be as bright. If a child does make a hole with the water, assure them you'll use tape to fix it after it's dried.
- Step 5: Review: Who was the folk artist we learned about today? Remember that she liked to She liked to paint towns with houses, animals, and people doing different activities. (Show the toy house and toy person). Yes, her name was Grandma Moses.
I used the first part of TwoFish's drawing idea. We stopped before she got to the carousel.
- 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: Visual Aids: Use them effectively without them being a distraction. 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. (We rotate each week.)
- Next week’s skill to work on: Posture: Lower Body: Hips stay pointed to audience, feet planted.
- 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 CC Tutor Equipping Videos posted below.
- You should use 90% or 91% rubbing alcohol. 70% rubbing alcohol doesn't work well.
- I prefer to give each of the students a turn in pouring something and then each silently looking at the line before I ask, "What happened?"
- If you would like additional ideas on what to say and do, cornerstone-edsupply.com/ is currently offering a script for this science activity for free.
- Geography Fast Review: Hand out maps to each child. Divide up children among you & the helping parents so that you are able to each check specific child and what they are pointing at. Call out the geography locations from weeks 7-13. Have children tell me or show me locations using their fingers.
- Play-dough review time: The children sculpt with play-dough on sheets of wax paper (to protect the table) while I have them recite the memory work. Each child gets a turn selecting a subject (written on slips of paper in a bag). The child who pulled the paper answers the question from that subject for week 7. The next child answers the question from that subject for week 8, and then we move down the line until we get to week 13. Then the next child selects a subject, & they answer the question in that subject from week 7. The next child answers the question from that subject for week 8, and then we move down the line until we get to week 13. That way everyone is answering a question from a different week.
I pray that you are feeling refreshed after our break! I was so delighted to get to see you all again! Everyone did so well in class today!
If you have not yet brought an extra shirt or smock for art time, please add one to your child's backpack so that we can protect their clothing during art time.
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 science sentence: Science Morning Basket & Activities: Atomic Number.
My prayer is that through our time at CC, God will help them develop servant’s hearts, that they may serve wholeheartedly “as if [they] were serving the Lord, not men.” (Ephesians 6:7)
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