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CC Cycle 1 Week 15 Plan for Abecedarian Tutors

Updated on August 10, 2019
iijuan12 profile image

Former abecedarian CC tutor (iijuan12), former history teacher, & currently a Christian homeschooling mama of 9 blessings

Classical Conversations Cycle 1 Week 15 Abc Tutor Lesson
Classical Conversations Cycle 1 Week 15 Abc Tutor Lesson

This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 15 abecederian class. I have included all the subjects including new grammar, Great Artists, presentations, science experiments, 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.

New Grammar

9:30 – 10:00 am


(Class set of trivium maps, dry erase markers, and small pieces of paper towels will already be at each seat.)

-Have the children use their dry erase markers to quickly trace around the borders of the continents and then erase them. (Be sure to emphasize that they should focus on the basic shapes, not the details.)
-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.)


  • 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 while children listen.
  • Chair Chants: Have children stand up with their chair next to them and chant it with me. Have them step on to their chair & chant it. Have them step down from their chair & chant. Chant while standing in chair. Chant on ground. Chant while standing in chair.


  • 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 TL cards as we all sing the song together.


  • Introduce Llama Llama Latin Llama (llama picture pasted to a craft stick) with a 1 birthday candle and have llama puppet jump up to help children remember the 1st declension starts with a (“uh” as in up).
  • Children listen while I sing it & use motions from Dana Johnson. Go through each motion and then add one at a time, repeat with all before it.
    -When we do singular, we’ll use 1 finger. When we do plural, we’ll use 2 fingers. I say and then kids repeat with song and motions after each one.
    a: point up to sky (uh)
    ae: point to eye
    ae: point to eye ---start from beginning of singular
    am: like a drum (pound “drum” with index finger) --- start from beginning of singular
    a: like say “ahhh” for dr --- start from beginning of singular
    (3X and then sing “Singular First Declension”)
    ae: two index fingers pointing at eyes
    arum: like your arms: touch biceps with opposite index fingers ---start from beginning of plural
    is: like geese flying: flap arms with index fingers extended ---start from beginning of plural
    as: like you’re flossing, so pretend to floss with both index fingers
    is: like geese flying: flap arms with index fingers extended again ---start from beginning of plural
    (3X and then sing “Plural First Declension)
  • Sing & motion one time through together.


  • Sing the history sentence while children listen.
  • Vary who sings it: Children sing it & do motions 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.
  • Let each child select an action craft stick: The entire class will say 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.
  • (*At home we’ll be learning these using the tune This Old Man as sung by Dana Johnson.)

Her weeks listed are for the 4th edition. The weeks have changed but the material is the same.

Fine Arts

10:00-10:30 am

The picture on the left with Mary is from my class. The picture on the right is from the journeymen class. I'm including it to show how the paint station was set up.
The picture on the left with Mary is from my class. The picture on the right is from the journeymen class. I'm including it to show how the paint station was set up.
  • Have parents assist children in putting on over-sized shirts (brought by parents) to act as smocks.
  • Show a plastic Easter egg. Which artist made his paint using eggs? (Giotto). Now show a penny (which has a relief). Which artist decorated doors for a church in Italy using reliefs? (Ghiberti).
  • Show a toy golden ring. The artist we're studying today painted golden halos around the heads of people to show their inner goodness. His name was Fra Angelico.
  • Share a little bit about Fra Angelico. You can use the short segment from the Great Artists book, the bio written out by Sherri Ellis (on CC FB page in the file section), or the small section from the book An Eye for Art: Focusing on Great Artists and Their Work by the National Gallery of Art (which we checked out from our library).
  • I printed off Template 3 from and then led the children in using OiLS to draw Mary. Our director wanted us to use dark paper and crayons. (If I did this activity again, I'd ask if the children could use light colored paper and trace over it with a sharpie marker or black crayon. Taping them to a window allows for easier tracing.)
  • Before painting the picture, tear some pieces of aluminum foil to decide where to put it & what shape you want it. (Again, I did this activity again, I'd ask about using gold-colored wrapping paper instead of the aluminum foil.)
  • Paint it using tempera paints. (We did this at a station in the hallway since the hallway doesn't have carpet.)
  • Glue on the aluminum foil halo pieces.


10:30-11:00 am

  • 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. (Will 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.

Science Activity

11:00-11:30 am

VanCleave Science Activity #128: Prints
VanCleave Science Activity #128: Prints

*If needed, watch this CC Livermore Science Experiment video (posted below) ahead of time.*

#128: Prints

*Remind your helpers to throw everything in the trash and to not rinse any of this in the sinks as it might clog the pipes with cement.*

  • If your director allows you, start making the mold fossil cast before presentations to allow the plaster sufficient time to dry. Then come back to explaining about fossils during the science time.
  • Procedure: If you didn't make the mold before your presentation time, make it first before explaining about it in order to give the plastic of Paris more time to harden.
  • Place a piece of clay about the size of a small lemon on the paper plate. Write children's names on the plates.
  • Rub the outside of the shell with petroleum jelly.
  • Press the shell into clay.
  • Carefully remove the shell so that a clear imprint remains in the clay. Point out to children that this would be called a mold fossil. Have them say, “mold fossil.”
  • Mix 4 spoons of plaster of Paris with 2 spoons of water in the paper cup.
  • Pour the plaster mixture into the imprint in the clay. Throw the cup and spoon away. Tell them this is the beginning of the cast, but it is easier to see when the plaster has dried. Tell them that their cast will be the exact same shape as the original shell “fossil.” Once the plaster is hard, we’ll remove it from the modeling clay mold.
  • Allow the plaster to harden, about 15 to 20 minutes. Don't remove the shell until after you've discussed about fossils and made sure the plaster is sufficiently dry.
  • Remember to not wash any of this in sink! Throw it all away in the trash.
  • Introduction: What are the three kinds of rocks? (Sedimentary, Metamorphic, and Igneous)
  • The word Igneous comes from the Latin word ignis which means fire. Does this give you any hints as to how an igneous rock is formed? Volcanoes! Granite, which is often used as a counter top surface, and Basalt are two examples of igneous rock.
  • A metamorphic rock is one that has changed from one type of rock into another type of rock usually because of heat or pressure. The block of marble that Michelangelo’s Statue of David, which we’ll learn about in week 17, was carved out of was once limestone, which just so happens to be made out of the same mineral as chalk and the same material that our dirt roads are made from.
  • What about sedimentary rock? Sedimentary rock was formed when the plants, animals, dirt, and sand all mixed together during the flood during the time of Noah. It hardened into rocks. Who likes dinosaurs? Sedimentary rock is the type of rock in which you’ll sometimes find dinosaur fossils or other fossils.
  • Show fossilized clam shells and limestone rock that has the imprint of a shell.
  • What are fossils? Fossils are the remains of plants and animals, most of which were covered by sand, mud, and water during the flood during Noah’s life. What type of rock sometimes has fossils? (Sedimentary). There are two types of fossils, trace fossils and body fossils. If you found a dinosaur bone in rock or petrified wood (which is a tree that was covered with minerals during the flood during Noah’s time, and now it is as hard as a rock), that would be a body fossil. You have the body or plant parts there, but they now look and feel like rocks. Trace fossils are the most common fossils found. Trace fossils show evidence of that plant or animal. In Texas there are places where you can see fossilized footprints of dinosaurs. Sometimes you’ll find a piece of limestone. You can see the fossilized depression of where a shell once rested, but you can only see the imprint of the shell. The shell is no longer there.
  • Purpose: For this science activity we are making trace “fossils” of a shell in order to demonstrate trace fossils and how they were preserved.
  • Separate the clay from the plaster mold. Point out to the children that if a shell got filled in with sediment and the sediment fossilized like this plaster of Paris did, then it would be called a cast fossil.
  • Hold up a plaster cast. Is this the exact same shape as the original shell. (pretty much, yes) It is the same color as the original shell? (No) Is there anything we could do to our cast to make it the same color as the original shell? (If we painted the plaster, it could be almost the same color.)
  • Why might anyone want to do this? Who has seen dinosaur bones in a museum? You probably didn't see the real bones of the dinosaur. You were probably just seeing casts of the dinosaur bones that were made just like we did with the shells. Sometimes paleontologists will make casts of bones they find, such as dinosaur bones because the dinosaur bone might fall apart if you took it to the museum. They want to show it off in museums, so they make a cast of the dinosaur bones just like we made casts of these shells. They frequently want to show off the dinosaur bones in lots of museums, so they make lots of casts so they can send them out to be displayed at many museums. They also make casts because most of the time they only find part of the skeleton. They use casts so that you can see what paleontologists think a complete animal looked like.
  • Conclusion: Let's look at our shell, our clay model, and our plaster cast again. Both the layer of clay and the plaster are examples of how two different fossils can form from the same impression. The clay represents the soft mud of which animals made imprints in as they went about their daily activities. During the Flood, sediment (sand and mud) covered the footprints of the animals (and some people) so quickly that the footprints formed what is called a mold fossil. When sediment (like our plaster of Paris) filled the imprint, then a sedimentary rock formed with the print of the organism on the outside. This type of fossil is called a cast fossil.
  • Fossils are great evidence for Noah’s flood in the Bible. Did you notice that water is a key ingredient for fossilization? Another key ingredient is that the animal needed to be quickly and completely buried before scavengers ate it or the elements decomposed it. The evidence of God’s handiwork is all around us.

(The script is partly from former CC user Rruggles.)


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 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.

Abecedarian Applause Week 15

(my weekly parent email)

We had another exciting day at CC! You are doing an amazing job! I am amazed about how much the children are retaining. It's evident that you have been working on the memory work at home.

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

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: Highest Mountains .

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) If you ever have questions, comments, or concerns, please let me know!

Pretending to climb one of the seven summits was one of the activities we did this week and is included in the above link: Science Morning Basket & Activities: Highest Mountains.
Pretending to climb one of the seven summits was one of the activities we did this week and is included in the above link: Science Morning Basket & Activities: Highest Mountains.

Looking for all my CC Lessons for Cycle 1?

© 2019 Shannon


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