CC Cycle 1 Week 2 Plan for Abecedarian Tutors
This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 2 abecederian class. I have included all the subjects including new grammar, art, 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 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 trace around the border of Africa 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.)
• Flash the cards, while singing card titles 1, 2, & 3 (Seven Wonders through Hittites & Canaanites), then 1-4 card titles, then 1-5 card titles, and 1-6 card titles.
• While singing and flipping through the final time (doing all 7 cards), pass one out to each child.
• Have them bring up their timeline card one by one and put it on the board as we sing the song together.
(Note: I separated the math this week to spread out the physical activity.)
• Hear me sing the 3's.
• Have children sing it with me.
• Play “London Bridge” with the helping moms being the bridge and the children walking under their arms. When you sing 36, drop arms and “trap” the child while saying the last numbers. Do this 5 times. (The tune of the song is not London Bridge. It's just a fun game to play while singing the song.)
• Sing the history sentence & do motions while children listen.
• Have children sing it with me & do motions 6 times:
- 6 = Hold up 5 fingers on one hand and 1 finger on the other. Point the 1 finger towards the other 5 live a gun.
- 7 = Hold up 5 fingers on one hand and 2 on the other. Point the 2 fingers toward the ring finger of the 5-finger hand.
- 8 = Pretend to steal the 3 fingers on one hand with the 5 on the other.
- 9 = Hold up 5 fingers on one hand. Hold up 4 fingers on the other hand but face them away from the five so that the thumb is telling lies behind the others’ backs.
- 10 = Hold up 10 fingers and grab – like you want what someone else has. (motions came from NoGreaterJoy5)
- I chant while children listen.
- Allow children to each roll the silly voice cube & chant using that silly voice: Squeaky mouse voice, gorilla (beat chest), fish (flip lower lip with index finger), stick out your tongue and say it, robot voice, & T-rex voice.
- (*At home we’ll be learning this using the hand motions from thomandjody. The slowed down version is below. The video at speed with the CD is at https://www.youtube.com/watch?v=NXL6vnby6po .)
- I chant while children listen.
- Have everyone jump back and forth over a line (made from tape on the floor) as we say them together.
• Chant the science sentence while children listen as I use a slap/clap rhythm (clap my hands and slap my thighs).
• Vary who says it: Children say it with me with doing clap/slap rhythm. Right table says it. Left table says it. Girls say it. Boys say it. Everyone says it.
• Hear me sing the 4’s.
• Children sing with me.
• “Ninja” Moves: Sing while punching, karate chopping, doing front kicks, doing side kicks, & doing roundhouse kicks. (If your class is small enough, write each action on a craft stick and let each child draw a craft stick to determine the next action.)
- *Ahead of time print a class set of half a picture of a Greek vase.*
- *If you have a student who is not yet writing, make a copy just like the one for everyone else. Ahead of time use a yellow colored pencil and do the mirror image on that child’s copy. While the rest of the class does the mirror image, have that child follow along, tracing over the yellow colored pencil lines.
- ***Mom/Dad Helper: Draw half shapes on board: half a triangle, smiley face, square, star, circle, etc.) ***
- Show a cut shape that is folded in half. Have children guess what it will look like when you open it up. Open it up and talk about mirror image and symmetry.
- One way that you can become better at drawing is to practice drawing mirror images.
- Show some drawings by M.C Escher.
- Children come up to the whiteboard one at a time to finish mirror images drawn there by the mom helper.
- Pass out a Greek vase picture to each child. (You can get a copy from insidethelineslessons.) Children follow along with my drawing on the white board. Start by drawing on the side that is already drawn and then go straight across to the other side. Start by drawing on the side that is already drawn and then go straight across to the other side. *Make sure children sign their art work!*
- ***Mom/Dad Helper: Collect art work & put in folders in backpacks.***
• 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: Stillness: Show confidence and relaxation by being still. What is today’s focus? [Remember to raise your hand to answer.]
• When presenting: Stand on the X and say your name. ("Hi, my name is...") Tell us 1 or 2 things special about each of the items you brought. Then ask if anyone has any questions: "Does anyone have any questions?" Use the listener’s names when calling on them. The listeners raise their hands. The presenter then asks, "Yes, [name]. What is your question?"
• 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 optional topic: Make us laugh. Tell us an ancient civilization joke about Ancient Egypt (like something on a mummy), Rome, or another place. Learn about the people who lived there, what life was like, what they ate, wore, etc. Use your Lego’s or markers & paper to create a visual aid. After you tell us your joke, tell us 1-3 interesting facts you learned about the civilization.
• Next week’s skill to work on: Volume: Can the whole room hear you audibly? Make sure to not be too soft or too loud.
• 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 CCLivermore Tutor posted below.)
- Use script from CCC user nicoleliem or the one below, which is the one I used & is based on the script posted by former CCC user rruggles:
- ***Mom/Dad Helper: Set up string for spider activity.***
Introduction to Experiment #1
- What do spiders eat? (insects)
- If spiders eat insects, they have to catch them, don’t they? How do spiders go about catching a bug? (spin a web to trap, jump on prey, chase down prey)
- What are your five main senses? Sight, hearing, taste, smell, & touch [Cycle 3, Week 5] Do you think spiders have those same 5 senses that we have?
- How many eyes do most spiders have? (Most have 8. Some have 12. Some have none!)
- Do spiders have ears? (No.) How do they hear their prey to catch it?
- Do they have noses? (No, but many of the hairs on their bodies can pick up chemical “scents” giving them a sense of smell.)
-God sure did create spiders very differently than us, didn’t He?
- Have you ever seen a spider sitting in the center of her web? Have you ever run into a spider web or touched a spider web with a stick just to see if the spider would attack the stick? They ran away, didn’t they? How do you think that spider could tell what was touching her web wasn't something yummy to eat?
- Purpose: If I were a spider, how would I know what I'd caught in my web?
- Hypotheses: How many of you think a spider sitting in her web can tell how big an intruder in her web is? Raise hands. How many of you think she can't tell how big an intruder in her web is?
- Materials: String and a helper.
- Procedure: Follow the directions from the book.
- Results: Were you all able to feel the varying degrees of vibrations the plucked strings made with your fingertips?
- Conclusion: Why? When the string is plucked at one end, it causes the entire string to vibrate. A gentle touch produces a weak vibration (back-and-forth movement of material) and a more aggressive plucking causes the entire string to vibrate briskly. Spiders can feel the vibration of their web. The web acts like a telegraph line. When the web shakes, the spider senses the movement because it has sensory hair and other vibration receptors on its legs. If the vibration is very weak, the spider ignores it. Very large vibrations could mean a prey that would injure the spider so it often hides or cuts the strand. A medium vibration lets the spider know that the intruder is small enough to catch for dinner and it rushes toward the source of vibration. The spider quickly wraps the trapped visitor in strands of silk before it can escape from the sticky web.
- An added Bible application from Miss Wizzle: The Bible says that God provides for all his creatures in Mt. 6:26. “Look at the birds of the air; they do not sow or reap or store away in barns, and yet your heavenly Father feeds them. Are you not much more valuable than they?” God provides for the birds, and He provides for the spider. How much more important to God are we? You [name students’ names] are God’s most prized possession. You are the one He loves above all others. Isn’t that an amazing thought?
Introduction to Experiment #2
- Links: Cycle 1 week 1 & week 6 science
- Introduction: When you go swimming in a lake do you sink or float? What about fish? Have you ever watched a tank of fish? Have you noticed that some fish like to hang out near the surface of the water, some in the middle and some near the bottom of the tank? Do fish always need to swim? No, sometimes they are pretty still in the water and you only see their side fins moving. They look like they’re sleeping don’t they? Do any of you have fish at home? Have any of you had a pet fish die? What happens when they die? [If no one has had one die, I told them our pet fish died. We won a goldfish at a fair. My kids loved taking turns feeding it. After a couple years it started acting differently. It wasn't swimming much. The next morning we found it floating upside down in the tank. My children were very sad.]
- Purpose/Hypothesis: Most fish seem to flip over and float on their side or belly up when they die, don’t they? Why do you suppose this is?
- Materials: Water, bag that zips closed, straw, bowl
- Procedure: Follow the directions from the book.
- Results: The bag floats on top of the water, air-filled side up.
- Conclusion: Fish have swim bladders that are like a little air filled balloon inside the fish that help the fish float in the water. In a lot of fish the swim bladder is connected to their intestines. All people and animals have microscopic living things called bacteria (single-celled microscopic organisms) inside their intestines that help them decompose food. You need a microscope to see bacteria but this baker’s yeast which you can see is also single celled like bacteria (show children the dry yeast). The bacteria continue to decompose the food in the fish’s belly even after the fish is dead. When the food is decomposed (broken into simpler parts), gas is produced that balloons out the fish’s intestines and swim bladder just as the plastic bag was inflated by your exhaled breath. Don’t believe me? Here is a bottle with some water, sugar, and flour capped with a balloon. Doesn’t look like much does it? I have another bottle though, prior to class I took a bottle just like this one and added some yeast to it. Yeast likes to eat sugar and flour and it produces carbon dioxide gas….does anyone want to see what the bottle looks like now? Is the balloon blown up a bit? This is what happens to fish after they die…The bacteria continue to produce gas that fill up their intestines and swim bladder. Since these two items are located on the underside, or belly, of the fish, the dead fish floats underside, or belly, up.
- An added Bible application from Miss Wizzle: Our bodies have bacterium in our guts, too. Don’t worry, though. That’s a good thing! They help digest our food. God created all parts of our body to work together. Just like all parts of our body have to work together to create a healthy environment, the Bible says that we are all parts that fit together to create the church of God. In I Cor. 12:12-14, God says, “Just as a body, though one, has many parts, but all its many parts form one body, so it is with Christ. For we were all baptized by one Spirit so as to form one body—whether Jews or Gentiles, slave or free—and we were all given the one Spirit to drink. Even so the body is not made up of one part but of many.”
11:30 am – 12 pm
- Have children make a blob map on a sheet of paper. Look at the example from CCC user amy.snider if you need an example.
- Nerf gun review: Kids take turns pulling questions from a bag. Let them try to answer by themselves, but quickly let the class answer it together if they need assistance. After they answer the question, they get to shoot at a bull-eye’s on the board.
- Note: Whenever I do review games, I always give children the option of reciting by themselves, reciting with a prompt from me, reciting with help from the entire class, or reciting with just me.
Abecedarian Applause Week 2
(my weekly parent email)
It is such a delight to have a class full of so much enthusiasm for learning!
Everyone did a great job with presentations today! [Our director] will be sending out suggested topics each week. Next week’s skill to work on: Volume: Can the whole room hear 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 science sentence: Science Morning Basket & Activities: Kingdoms of Living Things.
This week I will be praying for each of your children. My prayer is that through our time at CC, they will learn to live a life of love through the Holy Spirit who dwells in them. (Ephesians 5:2)
Looking for all my CC Lessons?
- Cycle 1 Week 1
- Cycle 1 Week 2
- Cycle 1 Week 3
- Cycle 1 Week 4
- Cycle 1 Week 5
- Cycle 1 Week 6
- Cycle 1 Week 7
- Cycle 1 Week 8
- Cycle 1 Week 9
- Cycle 1 Week 10
- Cycle 1 Week 11
- Cycle 1 Week 12
- Cycle 1 Week 13
- Cycle 1 Week 14
- Cycle 1 Week 15
- Cycle 1 Week 16
- Cycle 1 Week 17
- Cycle 1 Week 18
- Cycle 1 Week 19
- Cycle 1 Week 20
- Cycle 1 Week 21
- Cycle 1 Week 22
- Cycle 1 Week 23
- Cycle 1 Week 24
© 2018 Shannon