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CC Cycle 3 Week 15 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 15 Lesson for Abecedarians - CC C3W15

Classical Conversations CC Cycle 3 Week 15 Lesson for Abecedarians - CC C3W15

This is the plan I used for a Classical Conversations Cycle 3 Week 15 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 lakes 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 Lake Huron is. Put a dot on it.
-Show me where Lake Ontario is. Put a dot on it.
-Show me where Lake Michigan is. Put a dot on it.
-Show me where Lake Erie is. Put a dot on it.
-Show me where Lake Superior is. Put a dot on it.
-Tell me which lake this is. It's Super… (Yes, Superior.) Put a dot on it.
-Tell me which lake this is. It's Er… (Yes, Erie.) Put a dot on it.
-Tell me which lake this is. It's Mich… (Yes, Michigan.) Put a dot on it.
-Tell me which lake this is. It's Ontar… (Yes, Ontario.) Put a dot on it.
-Tell me which lake this is. It's Hur… (Yes, Huron.) 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 chant by Heidi Stauff, posted below.)


  • Chant the math sentence while the children listen. I use the chat rhythm by Abbasgirlie (posted below).
  • Allow children to each roll the silly voice die & chant using that silly voice together: squeaky mouse voice, say it like a soldier, cowboy, stick out your tongue and say it, butterfly whisper voice, & T-rex voice.


  • I chant using a slap/clap rhythm while children listen.
  • Children recite and clap/slap with me very slowly. Get faster each time.

(*At home we’ll be learning the Science Sentence using the song by Heidi Stauff, posted below.)


  • Sing through the song one time, laying the cards in order, face up on the table.
  • Allow each child a turn to use a fly swatter to swat the individual Timeline cards as we all sing the song together.


  • Sing the Latin sentence while the children listen. (Our community will be using the song by King Things - Ross King.)
  • Let each child select an action craft stick: The entire class will sing and do the motions while spinning, hopping in place, under the table, balancing on one leg, standing on a chair, making a silly face, & waving arms in the air.

(If you want to keep adding hand motions, here are the ones shared by Hustead’s Homeschool Glimpses.)


  • Sing the history sentence while children listen.
  • Vary who sings it: Children sing it with me. Right table sings it. Left table sings it. Boys sing it in a whisper. Girls sing it loudly. Everyone sings it.


  • I chant while children listen.
  • Dry Erase Board Writing: Let each child have a turn scribbling on the dry erase board while you chant "To Write."
Scroll to Continue
Georgia O'Keeffe Flower Painting

Georgia O'Keeffe Flower Painting

  • Materials needed: table cover, paper, watercolor paints (along with a bowl of water, a large/fat paintbrush, a watercolor paintbrush, & tape), and flowers (real*, fake, or photographs) - *Walmart sells inexpensive bouquets of fresh flowers, or ask if anyone has flowers blooming at their home. Where I live, camellias and pansies are currently blooming.
  • Step 1: Review:
    • (Show the toy house and toy person). Say something like, "Who was the folk artist we learned about who liked to paint towns with houses, animals, and people doing different activities? Yes, her name was Grandma Moses."
    • (Show the 4 puzzle pieces that aren't put together correctly.) Say something like, "Who was the Cubist artist we learned about last week who sometimes tried to paint someone from all sides, which made them look like this puzzle not put together correctly? Yes, Pablo Picasso."
  • Step 2: Artist Introduction: Show a fake flower. Say something like, "Today we're going to learn about a Realist Artist from America named Georgia O'Keeffe who found inspiration from nature and is famous for her huge paintings of flowers."
  • Use the book Georgia O'Keeffe by Mike Venezia and quickly flip through it as you quickly discuss who she was and what her paintings looked like.
  • Step 3: Study a flower: Hand a flower to each child. Take a few seconds to silently stare at it. Ask, "What do you notice about your flower?"
  • Step 4: Paint your flower: Tell the children we're going to paint the flower. (I modeled for the step by step, but told them they don't have to follow my directions.) We started from the middle of the flower and then drew the petals. Remind them to paint it really, really huge and paint some of the flower off the page. (I told them they needed to paint part of the flower on the table cover.)
  • Step 5: Review: Show the fake flower. Say something like, "Who was the Realist artist we learned about today who was inspired by nature and is known for painting huge flowers? Yes, Georgia O'Keeffe."


  • 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: Eye contact: Make eye contact with at least 2 people and hold it for a few seconds each.
  • 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.

Magic Solution

Magic Solution

  • Ahead of time you can watch a video of the experiment by CC Tutor Equipping Videos posted below.
  • *Note: We didn't use milk as there's no reason to use milk. We just started with 2 cups of water.
  • Add salt: Mark a cup with an S on the outside. Allow each child to add a spoonful (about 1 teaspoon) of salt into that cup. Using the same spoon, allow each child to stir it until the salt dissolved.
  • Ask: What's the difference between these two cups? (One has salt.) Let's come up with a hypothesis. When we drop an egg in each cup of water, what do you think will happen? (Allow students to answer.)
  • Give each of the students a turn gently dropping an egg into one of the liquids. (Make sure to have everyone wash their hands afterward or use a bit of hand sanitizer after each turn.)
  • Ask: What happened? What do you think it happened? (Use the explanation from the Van Cleave book or add more from the below link or video.)
  • If you would like additional ideas on what to say and do, 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 children and what they are pointing at. Call out the geography locations from weeks 9-15. Have children tell me or show me locations using their fingers.
  • Musical Chairs: Play Timeline CD. The child who doesn't get a seat gets to pick out a question card (minus timeline or geography) from a bag and answer it. If it’s from this week’s new grammar or if the child is unsure, everyone gets to help. Sometimes I tell them to go around the chairs while hopping, skipping, on their tip toes, and walking backwards.

We had another sweet day together at CC! Everyone did a great job with their Georgia O'Keeffe paintings! You might want to consider saving it to enter it in the art show at the county fair. At least be sure to admire it when you get home!

If you haven’t already, please pack an old t-shirt/smock to use during the Fine Arts period as we’re painting.

We'll be visiting the Cummer Art Museum on Saturday morning at 10 am. (It's free the first Saturday of each month.) Please let me know if you'll be able to join us!

This week I will be praying for each of your children. My prayer is that through our time at CC, God will have them be “doers of the Word, and not hearers only.” (James 1:22)

© 2021 Shannon

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