CC Cycle 1 Week 13 Plan for Abecedarian Tutors
This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 13 abecederian class. I have included all the subjects including new grammar, Great Artists, 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.
9:30 – 10:00 am
I haven't mentioned it before, but I also usually try to add drawings to at least one piece of new grammar on the board each week. Some of the non-readers and visual learners really respond well to the pictures as a visual aid to help jog their memories.
(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 Africa 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.] 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 locations 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 [location] is. Put a dot on it. [Repeat this for each location.]
-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 using the piece of paper towel. (Do them out of order.)
***Mom/Dad 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 songs & 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.
- Sing & sign the history sentence while children listen. Use the motions from Laurie Justin (shown below) or the below motions that mainly use timeline motions:
- Kush: Right K.
- Gold: Right index finger points to earlobe. Then right Y- hand twists back and forth.
- River: Palm-down R-hands move away from body while bouncing like waves.
- 2000: Hold up two fingers on right hand
- 350: Hold up three fingers on left hand
- Berbers: B-hand
- Traded: Flat O-hands alternate moving toward and away from body.
- Gold, iron salt: Hold up 1, 2, 3 fingers
- Desert: Wipe forehead as if sweating
- Allow each child to have a chance erasing an underlined word from the board. Sing it together after each time.
- Chant Compound Prepositions while children listen.
- Recite together saying it as slowly as you can. Get faster and faster each time you chant through it. Be sure to get silly on the 6th time through!
- Sing to the tune of Frere Jacques. [Use the video below to get the tune.]
- Have students stand in a line next to a line that has been taped on the floor. Everyone hops back and forth across the line as we sing each part. Each child will have a turn being in the front of the line.
- Read the science sentence while the children listen.
- Allow children to each roll the silly voice die* & sing them 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.
*Optional: Watch CC Livermore Tutor Videos (posted below) ahead of time to watch how to make the egg paint.*
- Have parents assist children in putting on over-sized shirts (brought by parents) to act as smocks.
- Read parts of the book Giotto (Getting to Know the World's Greatest Artists) by Mike Venezia or use a bio written out by Sherri Ellis (on the Classical Conversations Facebook page -- NOT CC Connected. It's in the files section from January 2016 and is called Giotto Story Cards.pdf .)
- Show an plastic egg to remind them that Giotto made some of his paints using eggs. (I use an object each week to review all the artists.)
- We found it easiest to break up the chalk by placing them in plastic bags and pounding them gently with a hammer.
- After you have prepared the paint, lead the children in using a black crayon to draw Giotto’s painting of St. Paul by breaking down the lines into OiLS. I demonstrated step-by-step using the basic outline found at halfahundredacrewood.com and the children did remarkably well!
- Wash hands.
This is my favorite children's biography on Giotto. Mike Venezia does a wonderful job giving a brief overview of his life and his artistic style. The kids love the illustrations -- especially the cartoons. I actually read the book ahead of time and then during class, I flipped through the pages as I summarized the book. At home we also read "A Boy Named Giotto" by Paolo Guarnieri and "Mario's Angels: A Story About the Artist Giotto" by Mary Arrigan . We liked the first one better. We also "Marguerite Makes a Book" by Bruce Robertson (which is wonderful & includes making paint using eggs during that time period) and "The Ink Garden of Brother Theophane" by C.M. Millen.
- 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. (Will 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.
*Optional: If needed, watch the below CC Livermore Science Experiment video (posted below) ahead of time to see the one of the activities being done. (Updates to 5th edition: #121 Tilt is still the same, but #124 Splitters was replaced with #127 Sinkers, originally from week 15.) *
- Show a picture that illustrates the 4 seasons. Can anybody tell me what this picture represents? (4 seasons) What season is it right now? (winter) Can anybody tell me what those seasons are? (spring, summer, fall, and winter)
- Today we’re going to do a science experiment that demonstrates what God uses to cause the changes in seasons. Our purpose is to demonstrate the effect of the Earth’s tilt on seasons
- Who made the sun, moon, and stars? (God) Why do you think God made them? Read Genesis 1:14.
- Read Sunshine Makes the Seasons by Franklyn M. Branley and do activities as they come up in the book. (It includes the VanCleave Science Experiment Activity.) Before you do the tilt demonstration, ask about purpose and a hypothesis: What do you think will happen? Point out the materials and procedure. Afterward, ask about the results and conclusion.
- Read the conclusion from the VanCleave book.
- Show picture of prospector in river with gold pan. What do you think this man is doing?
- (Optional) During the Gold Rush of 1849, many people dashed to California (point to it on a map of the U.S.) as fast as they could so they could pan for gold out of the streams and rivers. Last summer we went to a gold mine in Duluth, GA. They gave us a pan that looked like a pie plate. We got a scoop of dirt. We took it to a sluice, which is a long wooden trough that has water flowing through it. We dipped the pans in the water and swirled it around until the dirt floated off and the gold, which was denser or heavier, sunk to the bottom of the pan. This is what we found. (Show the gold flakes or show a picture of gold flakes.)
- In a moment we are going to put the water, dirt, and paper clips in this jar. Let’s form a hypothesis. Which item do you think will go to the bottom: the dirt, the paper clips, or both?
- Allow children to assist in filling the jar ½ full with water, adding the soil and paper clips, and shaking the jar.
- What do you see happening? The paper clips fall quickly to the bottom of the jar, and the slower-moving soil settles on top of the clips.
- Read the conclusion from the VanCleave book
- (Optional) Use Biblical Application from http://www.halfahundredacrewood.com/2016/01/science-scripture-connections/ : When our friends have a heavy burden and feel like they are sinking, we can share the load and help them with the weight they carry. Carry each other’s burdens, and in this way you will fulfill the law of Christ. (Galatians 6:2) Read the story of Good Samaritan. (I used The Story of the Good Samaritan (Arch Books) by Teresa Olive.) Who in this story shared the burden? Who was more helpful? This is one way we can show Christ's love to others.
This is the book that I read for #121 Tilt. It includes the VanCleave Science Experiment Activity and explains how the sun makes seasons in a way that even the younger children were able to understand. They loved having the illustrations from the book to accompany what I was saying. This goes perfectly with this activity!
This shows #121 Tilt. Go to her video for Week 15 to see #127 Sinkers.
11:30 am – 12 pm
- 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 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.
Abecedarian Applause Week 13
(my weekly parent email)
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: Parts of the Geosphere .
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)
Please let me know if there are any specific prayer needs I can join you in praying for. I am here to serve you in any way that I can. If you ever have questions, comments, or concerns, please let me know!
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