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 14 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.)
• 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 Cascade Mountains are. Put a dot on them.
-Show me where Mt. Rainier is. Put a dot on it.
-Show me where Mt. St. Helens is. Put a dot on it.
-Show me where Denali is. Put a dot on it.
-Tell me which mountain this is. It's Denal… (Yes, Denali.) Put a dot on it.
-Tell me which mountain this is. It's Mt. St. Hel… (Yes, Mt. St. Helens.) Put a dot on it.
-Tell me which mountain this is. It's Mt. Rai… (Yes, Mt. Rainier.) Put a dot on it.
-Tell me which mountains these are. They're the Cas… (Yes, the Cascade Mountains.) Put a dot on them.
-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.)
- I chant/sing while the children listen. (If your community lets you use non-official CC songs, I'd recommend using a song to learn this week's science sentence. You can use the tune Happy Birthday to You as modeled in the below video by TwoFish.)
- Allow children to each roll the music die & chant/sing the science sentence together using that dynamic: staccato, crescendo, diminuendo, legato, forte, & piano. (*I use a foam die from the Dollar Tree, put stickers on it so I can change out the voices, & write on the stickers.)
- Flash the cards, while singing card titles 1, 2, & 3, then 1-4 card titles, then 1-5 card titles, and 1-6 card titles.
- While singing and flipping through the final time (doing all 7 cards), pass one out to each child.
- Have them bring up their timeline card one by one and put it on the board as we sing the song together.
- I chant while children listen. As I chant, I hold a stack of 6 Duplo blocks. I "broke" off one block each time I said a word. (You can watch this at https://www.youtube.com/watch?v=c4qHj07p5CU&t=326s .)
- Allow each child to have a chance to hold the Duplo stack and break it while we all chant "To Break" together.
(*At home we’ll be learning the English Grammar using the song by Heidi Stauff.)
- Sing the history sentence while the children listen.
- Dance ("Creative Movement") Progression: 1) Children sing it with me. 2) Children sing it with me while stepping a little bit from side to side. 3) The next time add in swinging arms with the stepping. 4) The next time add in wiggling your hips (flossing if desired). 5) The next time replace the arms swinging with raising the roof (raising your hands above your head & pumping them up). 6) The last time tell them to dance however they'd like as they sing but they need to stay near their chair.
- Sing the Latin sentence and do 3 hand motions while the children listen. (Our community will be using the song by King Things - Ross King.)
- The hand motions are: 1) hoc erat/the same = hold both hands up in front of me. 2) in principio/in the beginning = roll arms. 3) apud Deo/with God = Hold 5 fingers spread apart and have your thumb touch your forehead. You can see them here: https://www.youtube.com/watch?v=hEW2ZcGP6Ss&t=20s
- The children sing and do the hand motions with me 6 times.
- I chant and do motions while the children listen.
2.54 – Hold up 2 fingers with your right hand
1 inch – Hold up 1 finger with your left hand
12 inches – Move your right hand and left hand together to make 12.
1 foot – stomp your foot
5,280 – Hold up 5 fingers
Feet – Fast feet (run in place really fast) (*Draw out the word “feeeeeeeeeeeet.”)
1 mile – Spread out both arms as wide as you can.
- Have children chant it and do the motions with me 2 times.
- Chant it while whispering. Boys chant it (but everyone does the motions). Girls chant it (but everyone does the motions.) Everyone does it together.
(*At home we're doing the above motions while singing it to Hunt Fish’s tune, posted below: For He’s a Jolly Good Fellow.)
- Materials per child: table cover, paper (preferably half a sheet), black crayon, Crayola markers or watercolor paints (along with a bowl of water, a large/fat paintbrush, & tape)
- Why use those materials? A half sheet of paper will require less coloring if you are using markers. Markers are more colorful, but most children will probably not finish coloring their papers if they are using markers. Using watercolor paints will allow for all the children to finish adding color to their portraits, but the colors will not be as vibrant.
- Step 1: Review: (Show the toy house and toy person). Who was the folk artist we learned about last week. She liked to paint towns with houses, animals, and people doing different activities. Yes, her name was Grandma Moses.
- Step 2: Artist Introduction: Show 4 puzzle pieces (preferably of a face) that aren't put together correctly. Say something like, "Today we're going to learn about an artist named Pablo Picasso who was a Cubist artist, which means he sometimes tried to paint someone from all sides, which made them look like this puzzle not put together correctly."
- Use the book Pablo Picasso by Mike Venezia and quickly flip through it as you quickly discuss who he was and what his paintings looked like.
- Step 3: Draw a Cubist-inspired Portrait: Follow the directions by TwoFish posted in the video below. If you plan to use markers, I would recommend using half a sheet of paper so that less coloring is required.
- If you'd prefer an alternative, more simple portrait drawing, you can instead use this: https://artprojectsforkids.org/another-cubism-face/ .
- Step 4: Color the Cubist-inspired Portrait: We used markers. Most students will probably not be able to finish coloring their portraits if they use markers. I told them to make sure they used a different color for each section that touches.
- Step 5: Review: Show the 4 puzzle pieces that aren't put together correctly. Say something like, "Who was the Cubist artist we learned about today who sometimes tried to paint someone from all sides, which made them look like this puzzle not put together correctly? Yes, Pablo Picasso."
- 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: Posture: Lower Body: Hips stay pointed to audience, feet planted. 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: Tempo: Are you speaking too fast or too slow? Is your tempo appropriate for your speech?
- Return presentation items to backpacks.
Bathroom Break & Snack Time
Pray. Bathroom break. Get snacks from snack basket and have snack while listening to the memory work CD.
- Ahead of time you can watch a video of the experiment by Emily Philip posted below.
- Give each of the students a turn in doing something. For "Not at the Same Time", each child can drop a marble in the water. For "Dry Paper", each child can have a chance to push the cup under the water.
- 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 moms so that you are able to each check specific child and what they are pointing at. Call out the geography locations from weeks 8-14. Have children tell me or show me locations using their fingers.
- Superman Fit Deck: Each child gets a turn selecting a week (written on slips of paper in a bag). The child who pulled the paper answers the history question from that week. The next child answers the science question from that week, and then we move down the line until we get through all the subjects. Then the child who picked the week card gets to pull a random exercise card (I use FitDeck Junior Superman cards) & everyone does 10 of whatever is on the card. Then have the next child in line select a week 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.
It is a blessing getting to watch the sweet relationships growing between the children in our class! I'm including a photo of them playing so nicely together during snack time.
If you have not yet done so, please pack an old t-shirt or smock to cover your child’s clothing for fine arts for the next few weeks as we’ll be using paints.
It would be super helpful if you could make sure your child visits the bathroom before morning assembly.
This week I will be praying for each of your children. My prayer is that through our time at CC, God will teach them to follow after righteousness, faith, love, and peace. (2 Timothy 2:22)
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© 2021 Shannon