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 17 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 rivers 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 St. Lawrence River is. Put a line on it.
-Show me where the Ohio River is. Put a line on it.
-Show me where the Mississippi River is. Put a line on it.
-Show me where the Missouri River is. Put a line on it.
-Show me where the Arkansas River is. Put a line on it.
-Tell me which river this is. It's the Arkan… (Yes, the Arkansas River.) Put a line on it.
-Tell me which river this is. It's the Missour… (Yes, the Missouri River.) Put a line on it.
-Tell me which river this is. It's the Miss… (Yes, the Mississippi River.) Put a line on it.
-Tell me which river this is. It's the Oh… (Yes, the Ohio River.) Put a line on it.
-Tell me which river this is. It's the St. Lawren… (Yes, the St. Lawrence River.) Put a line 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 and motions by CC Happy Mom.)
- 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 Timeline 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.)
***Parent Helper: Pass out a paper square to each child.***
- I chant and do box step foot motions while the children listen.
- Step on each corner of the square as we chant:
The area – step with left foot on top left corner
of a square – step with right foot on top right corner
equals length of its side - step with left foot on bottom left corner
squared. – step with right foot on back right corner
- Repeat 6 times, going faster each time.
- Sing the Latin sentence while the children listen. (Our community will be using the song by King Things - Ross King.)
- Children sing it with me.
- Patting to the beat: Sing it while patting your legs with your hands. Sing it while patting your hips with your hands. Sing it while patting your shoulders with your hands. Sing it while patting your head with your hands. Sing it while clapping.
- (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 while the children listen. (If your community allows you to sing these, you can use the below tune.)
- Allow children to each roll the music die* & chant the elements 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.)
*At home we will be using the video created by Heidi Stauff. If you'd like to use the tune Shake It Off (which definitely sticks in your mind) here is the tune set by Shelly Normand.
- I chant while the children listen.
- 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. Chant while doing that action.
- Materials needed: table cover, paper, black and white crayons, watercolor paints, large paintbrush, ball of water, & scotch tape (in case someone paints through their paper)
- 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 who sometimes tried to paint someone from all sides, which made them look like this puzzle not put together correctly? Yes, Pablo Picasso."
- (Show the fake flower.) Say something like, "Who was the Realist artist from America we learned about who was inspired by nature and is known for painting huge flowers? Yes, Georgia O'Keeffe."
- (Show the magazine with a picture of a person on the front.) Say something like, "Which American painter and illustrator did we learn about last week who is most famous for painting pictures of everyday life in America and were the cover illustrations of a magazine called The Saturday Evening Post? Yes, Norman Rockwell."
- Step 2: Artist Introduction: Show a baggie with dried grass in it. Say something like, "Today we're going to learn about a modern American painter named Andrew Wyeth. He is best known for his realistic paintings of two of the places he lived: Pennsylvania and Maine. His paintings are usually simple, sometimes with one person, but not always. His paintings usually have a simple landscape with lots of wide, open grassy fields, snowy fields, or rocky seacoasts."
- Use the book First Impressions: Andrew Wyeth by Richard Meryman and quickly flip through some of the pages as you quickly discuss who he was and what his paintings looked like.
- Step 3: Follow the directions by Shondra Neumayer (posted in the video below) to create a snowy forest landscape. We used a black crayon instead of a sharpie marker.
- Step 4: Review: Show the baggie holding dried grass. Say something like, "Which modern American painter did we learn about today who is best known famous for his simple, realistic paintings of natural landscapes? Yes, Andrew Wyeth."
- 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: Silence: Have at least one silent pause on purpose. Make no hum, um, or other sounds while trying to recite your poem or between sentences or thoughts. 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: Smile at least one time at the beginning of your speech and one more time during your speech to create a friendly rapport with your audience.
- 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.
- Allow each student to pick a food item and hand it to you to add the drop of iodine. Before each food, hypothesize on whether or not they think it contains starch and will change the color of the iodine.
- 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 11-17. Have children tell me or show me locations using their fingers.
- Valentine’s Heart Hunt: I cut out 21 red construction paper hearts. On one set I wrote out the subjects. (One has Latin, one has Math, etc.) On two sets I wrote the numbers 11-17. A parent helper will hide one of the sets of numbered hearts around the room. All the children will find one heart and then sit down. Child #1 will pick one of the subject hearts. We will review that subject. The children will answer from the week number that is on the heart that they found. (Meanwhile, a parent helper will be hiding the second set of numbered cards.) Repeat until all subjects have been reviewed.
I am so proud of each of your children. They are such sweet blessings to have in class! I am so impressed with how well they are doing with review. I think everyone was able to recite most of the history sentences. It shows that you're doing a great job reviewing with them! Thank you!
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 sentence: History Morning Basket & Activities: The Nineteenth Amendment.
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).
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© 2021 Shannon