CC Cycle 1 Week 16 Plan for Abecedarian Tutors
This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 16 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.
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.)
- Again show 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).
Everyone together will sing and use motions from Dana Johnson that were taught last week. We will only sing through singular and plural one time each.
-When we do singular, we’ll use 1 finger. When we do plural, we’ll use 2 fingers.
a: point up to sky (uh)
ae: point to eye
ae: point to eye
am: like a drum (pound “drum” with index finger)
a: like say “ahhh” for dr
(1X and then sing “Singular First Declension”)
ae: two index fingers pointing at eyes
arum: like your arms: touch biceps with opposite index fingers
is: like geese flying: flap arms with index fingers extended
as: like you’re flossing, so pretend to floss with both index fingers
is: like geese flying: flap arms with index fingers extended again
(1X and then sing “Plural First Declension)
- Let each child have a turn "leading" the class by singing it into a toy microphone. Again, we will only sing through the singular and plural declension one time each.
- Sing the history sentence & do hand motions from Shelly Normand (posted below) while the children listen.
- Sing it and do the hand motions together 2 times.
- Have only the boys sing it. Only the girls sing it. Only the children on the left sing it. Only the children on the right sing it. Everyone sings it. (Even if they are not singing, everyone still does the hand motions so they stay engaged.)
- I chant while children listen.
- Have children chant it with me 2 times.
- Basketball: Give each child a half sheet of paper & have them crumple up the paper as you chant. After we finish, have them try to throw the paper ball into the trash can. Repeat 3 more times.
- (*At home we’ll be learning these using the tune This Old Man as sung by Dana Johnson.)
• Chant sentence while children listen.
• Your choice silly voice: Allow each child to say what silly voice they want to do the sentence in and everyone chants it using that silly voice. (It’s okay if they request voices you don’t have on your silly voice cube.)
- I sing and do hand motions using the tune of If You're Happy and You Know It by Abbasgirlie (posted below) but only singing the first line while the children listen. Hand motions:
Rectangle – Make a rectangle with index fingers and thumbs
Length – Hands go out to each side
Width – Hold left hand at waist level with palm facing up and raise right hand
- Everyone sings and does hand motions together one time regularly (singing through the complete song) and one time fast.
• Flash the cards, while singing card titles 1-3, then 1-5 card titles, then 1-7 card titles.
• Which card is missing? Secretly pull one of the cards out. Lay them out on the table. Sing through the song to find out which one is missing. Repeat 3 more times.
*Optional: If desired, watch the CC Livermore Tutor Videos (posted below) ahead of time to get an idea of what you can do.*
- 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 the toy golden ring. Which artist painted golden halos around the heads of people to show their inner goodness? (Fra Angelico).
- Show a toothpick (detailed woodcuts) to introduce them to Durer, who especially loved making woodcuts.
- Share about Durer's life and art by reading parts of Albrecht Durer (The Art for Children Series) by Ernest Lloyd Raboff or by reading the biography from the Discovering Great Artists book.
- A few things I noted: He was from Germany, not Italy. He lived around the same time as Martin Luther and the Protestant Reformation (Timeline). He drew an amazing self-portrait of himself when he was 13. (Who has a brother or sister who is about 13 right now?) He drew a number of self-portraits. His most well-known one makes him kind of look like Jesus. Some people think he did that on purpose to show that he knew that his gifts and talents came from Christ. He loved nature drew animals, plants, etc. in great detail because he believed that all of nature was created by God and was therefore important. His painting of a hare is an excellent example of this. Before his time people believed that a painting had to be painted and that black and white sketches did not count as real art. His sketches that he made for his engravings changed that. He was also the first artist to sell his own work. His engraving of a rhinoceros (which he had only heard about and had never actually seen) influenced future artists on how they would portray/draw animals in a more realistic manner.
- I led my class in using OiLS to draw a simple rhinoceros head using the Durer rhinoceros you can download from halfahundredacrewood.com. After they drew it in pencil on their piece of foam, they traced over it, pressing harder, with a toothpick.
- We then painted over it lightly with paint. Don't flood the rhino with paint or it will hide! If you use too much paint, the "woodcut" design won't show.
- We let them print the picture twice on thicker paper and then offered extra copier paper to use if they still had paint left.
Honestly, the first time I saw this book's cover, I thought it would be dry and boring. It wasn't. Even my preschoolers sat through us reading the book together and enjoyed it. There are more books in this series on other artists. When I used this book in class, I read it to myself ahead of time and mainly just flipped through the book and summarized it while we were in class. I only read a few very short bits.
The second part to this video can be found at https://www.youtube.com/watch?v=qOUrbYhehGY .
- 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: Eye contact: Make eye contact with at least 2 people and hold it for a few seconds each. 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: 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.
- 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.
*If desired, watch CC Livermore Science Experiment video (posted below) ahead of time to see the activities being done.*
# 130 - Stretch
- Introduction: Who knows what an earthquake is? What do you think causes an earthquake? Let's find out!
- Read Earthquakes (Let's-Read-and-Find-Out Science 2) Franklyn M. Branley.
- Pass out a balloon & marker to each child. Have them stretch out the balllon a bit. Then tell them to draw a big square on the deflated balloon and then divide the square into 3 sections. (Demonstrate this on your own balloon.) Try to color in the 2 outside squares.
- Purpose: In a moment we are going to demonstrate the effect of a tension force and demonstrate what causes magma (liquid rock) to move.
- Hypothesis: What do you think will happen to the drawn lines when we blow up our balloons?
- Procedure: Have everyone blow up their balloons at least a little bit, though try to completely inflate the balloon if you can. What happened to your squares?
- Let go of your balloon and let it deflate. Go find your balloon. Look at the squares. What happened?
- Helping mom/dad: Assist each child in putting their balloon in their backpack to take home.
- Read the conclusion from the book.
# 132 - Spurt
- Introduction: Who here has ever shaken up a can or bottle of soda and then opened it? What happened? Yes, all those gas bubbles in the soda pushed themselves and most of the liquid right out of the top of the can or bottle! ( That is similar to what volcanoes do.
- What are the four kinds of volcanoes? Chant them together.
- Volcanoes are mountains, but they are a little different than mountains. How are they similar to mountains? How are they different?
- Hypothesis: What causes magma (liquid rock) to move?
- Procedure: Show the children the tube of toothpaste. Ask: What happens when you squeeze the bottom of a toothpaste tube? (Toothpaste comes out the opening at the top.) Demonstrate this. Ask: What if you squeeze the tube but did not take off the cap so the toothpaste had nowhere to go? Would pressure build up inside the tube? (Yes)
- [Allow each child to pass around the toothpaste tube and squeeze it (with the cap on) while you talk.] This is what happens with a volcano when it erupts. Magma, a mixture of gases and hot molten rock, collects in a chamber deep inside the earth. As more and more magma enters the chamber, more and more pressure builds. The magma pushes hard against the surrounding rock, opening up cracks wherever there are weak spots. Eventually one of the cracks opens almost all the way to the surface. Volcanoes are kind of like Earth's safety valves, releasing built up pressure from deep inside the Earth. Volcanoes erupt through weak spots in the Earth's surface, usually at tectonic plate boundaries.
- Lay your tube of toothpaste (with the cap on) on the ground or table. Tell the children to imagine that the tube is the surface of the Earth. The toothpaste inside is hot, melted magma underground. If you used a pin to make a tiny hole near the bottom, what would the hole represent? (A volcano's opening) What would happen? (The magma oozes out of the volcano.)
- As the magma rises through the tube and gets closer to the surface, the gases in the molten rock form bubbles, like the bubbles in a shaken can of soda. The bubbles push even harder against the cap (the Earth's crust) until it blasts through, blowing a hole right through the surface. Hot steam, ash, and gases come bursting out, pushing huge chunks of rock and big globs of lava (liquid magma that reaches the surface; also the rock formed when liquid lava hardens) into the air. Then even more lava spills over the top.
- What are the 3 types of rock? Chant them together. Which type is formed from this lava? (Igneous)
- Read the conclusion from the book.
- Add the Biblical Application from http://www.halfahundredacrewood.com/2016/01/science-scripture-connections/: Sometimes the tensions and pressures of life can feel like they’re break us apart, but these tough times will cause us to grow stronger. Trials help us to become more mature and complete. James 1:2-4 says, "Consider it pure joy, my brothers, whenever you face trials of many kinds, because you know that the testing of your faith produces perseverance. Let perseverance finish its work so that you may be mature and complete, not lacking anything."
This does a good job of explaining earthquakes in a way that the younger abc children can understand. The illustrations keep their attention. We skipped the additional activities mentioned in the book. Another good option would be "Earthquakes" by Ellen J. Prager.
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 10-16. Have children tell me or show me locations using their fingers.
- Puzzle Challenge: The mission of each team is to complete their puzzle.
- Divide the class into 2 teams: either right table vs. left table or boys vs. girls -- whichever would be more fairly divided.
- Have a bag with each subject except geography written on it. Allow a child from Team 1 to pull a subject. They will need to answer that subject from week 10. If they can say it (with some assistance allowed), their team gets a piece of their puzzle.
- A child from Team 2 will pull a subject. They will answer that subject from week 10. If they can say it (with some assistance allowed), their team gets a piece of their puzzle.
- After you've finished all the subjects from week 10, put the subject cards back in the bag and start on week 11. Continue until you've gone through all the subjects and weeks or until a team has finished their puzzle.
- If someone finishes their puzzle before you complete reviewing through week 16, go through the remaining pieces of grammar together.
Abecedarian Applause Week 16
(my weekly parent email)
We had another sweet day together at CC! Everyone did a great job with their Durer rhinoceros prints! Be sure to admire them when you get home!
We will not be meeting next week. Enjoy your break!
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: Kinds of Volcanoes .
This week I will be praying for each of your children. My prayer is that through our time at CC, they will increasingly desire to fulfill the greatest commandments (Matthew 22:37-39). Please let me know if there are any specific prayer needs I can join you in praying for.
Looking for all my CC Lessons for Cycle 1?
- Cycle 1 Week 1
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