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 18 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 Colorado River is. Put a line on it.
-Show me where the Red River is. Put a line on it.
-Show me where the Rio Grande River is. Put a line on it.
-Show me where the Columbia River is. Put a line on it.
-Show me where the Great Salt Lake is. Put a dot on it.
-Tell me which lake this is. It's the Great Sal… (Yes, the Great Salt Lake.) Put a dot on it.
-Tell me which river this is. It's the Columb… (Yes, the Columbia River.) Put a line on it.
-Tell me which river this is. It's the Rio Gra… (Yes, the Rio Grande River.) Put a line on it.
-Tell me which river this is. It's the Re… (Yes, the Red River.) Put a line on it.
-Tell me which river this is. It's the Colora… (Yes, the Colorado 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.)
- Children listen while I sing the history sentence.
- Allow children to each roll the Music Dynamics die (staccato, crescendo, diminuendo, legato, forte, piano) and sing it in that dynamic.
- I chant using a slap/clap rhythm (clap my hands and slap my thighs) while the children listen.
- Speed up: Children chant it with me with doing clap/slap rhythm. Do it really slowly. Do it regular. Do it fast. Do it super fast. Do it super duper silly fast.
- 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.)
- I chant and do motions while the children listen:
The area of a triangle = form a triangle with your index fingers and thumbs
Equals one half = pretend to karate chop something in half
Base = point downward with both hands
Times height = jump up as high as you can with right hand in the air like making a lay-up in basketball
- Allow each child to pull out a craft stick with a silly voice on it and chant using that silly voice: squeaky mouse voice, robot voice, kingly voice, cowboy voice, T-rex voice, butterfly whisper voice, & snake hissing voice.
- Chant while the children listen. (If your community allows you to sing these, you can use the tune of Shake It Off, as demonstrated below in the video by Shelly Normand.)
- 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.
*At home we will be using the tune set by Shelly Normand and the video created by Heidi Stauff.
We like the tune by Shelly Normand.
We like the visuals provided in this video by Heidi Stauff.
- Sing the Latin while the children listen. (Our community will be using the song by King Things - Ross King.)
- 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.
- Materials needed: table cover, copy per student of Lichtenstein's Girl with Hair Ribbon, 1965 (link is below), 3 Q-tips per student, and posterboard/tempera paint (red, yellow, & blue)*. (*Use an egg carton cut into 3 holders to hold the paints for each student if you don't have a palate.) Note: This is a cleaner project if you use markers, but
- 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 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."
- (Show the baggie holding dried grass.) Say something like, "Which modern American painter did we learn about last week who is best known famous for his simple, realistic paintings of natural landscapes? Yes, Andrew Wyeth."
- Step 2: Artist Introduction: Show a comic book picture. Say something like, "Today we're going to learn about a modern American Pop art painter named Roy Lichtenstein. He is best known for his comic book style art produced on a huge, massive scale. Many of his paintings look like the Ben-Day dot patterns, which are used when printing comic books."
- Pass out a magnifying glass to each student and a comic book picture. Allow them to quickly notice how the pictures are made up of dots of different colors that blend together to create the comic. Collect the materials.
- Use the book Roy Lichtenstein by by Mike Venezia and quickly flip through it as you quickly discuss who he was and what his paintings looked like.
- Step 3: Print off a copy for each student of Lichtenstein's Girl with Hair Ribbon, 1965 from https://www.arthistorykids.com/blog/2015/8/12/no-prep-lichtenstein-project-with-a-free-printable .
- Show students how to dip Q-tips into the paint and get plenty of paint on it and then dab it across the page. Tips: 1) Dab the Q-tip. Don't drag it. Let it kiss the paper and then come back up. 2) Leave some white space. None of your dots should touch each other. 3) Keep the same color in each section. 4) Re-dip about every 4 dabs.
- Allow students to complete their pictures.
- Step 4: Review: Show the comic book picture. Say something like, "Which modern American Pop Art painter did we learn about today who is best known famous for his comic book style art produced on a huge, massive scale with many of his paintings looking like the Ben-Day dot patterns, which are used when printing comic books? Yes, Roy Lichtenstein."
(*Alternative Idea: If you're doing this the week of Valentine's Day, you could instead use the free template from this site to create Lichtenstein-inspired Valentine's Day Cards: https://happystronghome.com/pop-art-valentines-cards-to-make-with-preschoolers-free-printable/ .)
- 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: 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. 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: Incorporate the skills we have learned so far: Good posture, volume, eye contact, pauses, and smiles.
- 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 Classical Conversations of Mt Pleasant posted below.
- Allow the students to add the items, to stir, and to shake.
- 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 12-18. Have children tell me or show me locations using their fingers.
- Snowball fight: Let one child pick a subject. Go through weeks 12-18 in that subject. (Each child gets to answer a different week.) Hand out crumpled up paper to the children & let them throw it at each other for 10 seconds. Set back down. Move on to the next subject. Repeat the snowball fight afterward. Continue until all the subjects have been covered. Afterward, have everyone race to get all the "snowballs" in the trashcan.
I am so grateful for each of your families and how you share your unique gifts to enrich our CC community!
Can you believe that we are about to embark on our last 6 weeks?!? We will be switching gears from artists (so t-shirt smocks are no longer needed) to orchestra during our fine arts period, and we have some exciting activities for our science period!
This week I will be praying for each of your children. My prayer is that through our time at CC, they will learn to “be generous and willing to share [and so] lay up treasure for themselves as a firm foundation for the coming age.” (I Timothy 5:18-19).
- CC Cycle 3 Week 1
- CC Cycle 3 Week 2
- CC Cycle 3 Week 3
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- CC Cycle 3 Week 5
- CC Cycle 3 Week 6
- CC Cycle 3 Week 7
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- CC Cycle 3 Week 9
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- CC Cycle 3 Week 24
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