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CC Cycle 1 Week 21 Plan for Abecedarian Tutors

Updated on April 8, 2019
iijuan12 profile image

Former abecedarian CC tutor (iijuan12), former history teacher, & currently a Christian homeschooling mama of 8 blessings

Classical Conversations CC Cycle 1 Week 21 Abc Tutor Lesson
Classical Conversations CC Cycle 1 Week 21 Abc Tutor Lesson

This is the plan I used while tutoring a Classical Conversations Cycle 1 Week 21 abecederian class. I have included all the subjects including new grammar, fine arts, 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.)

History

  • (Ahead of time underline 8 words in the sentence on the board.)
  • Sing the history sentence while children listen.
  • Each child gets a turn erasing one of the underlined words. Then we sing it together after each time.

English

  • I chant while the children listen.
  • Let each child select an action craft stick. The class will do the action while we chant the prepositions. The action sticks include: spinning, hopping, while under the table, standing on one leg, standing on a chair, flapping your arms, marching in place, & while making a silly face.

Timeline

  • 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.)

Science

  • I chant while the children listen.
  • Children repeat it with me slowly.
  • Vary who says it: Boys say it. Girls say it. Right side table says it. Left side table says it. Everyone says it.

*At home we will be using the song and hand motions by Dana Johnson shown in the below video.

Math

• I sing while the children listen. (I just modeled the hand motions and didn’t explain them because this takes a LONG time to say 7 times!)
Tune: Do Lord Remember Me by CCC user amycalton
Do Lord, oh do Lord, - Associative Law for Addition [Make addition sign with index fingers & move it forward]
oh do remember me – Open parenthesis [Hold up right arm & curve hand slightly toward your head]
Do Lord, oh do Lord, - A plus B [Make addition sign with index fingers & move it forward]
oh do remember me – Close parenthesis [Hold up left arm & curve hand slightly toward your head]
(Extra) – Plus C [Quickly hold up your right index finger & shake it one time]
Do Lord, oh do Lord, - Equals A [Hold arms parallel like an equal sign]
oh do remember me – Plus open parenthesis [Make addition sign & then hold up right arm]
oh do remember me - B plus C [Make addition sign with index fingers & move it forward]
Way beyond the blue – Close parenthesis [Hold up left arm & curve hand slightly toward your head]
Do Lord, oh do Lord, - Associative Law for Multiplication [Cross arms to make an X]
oh do remember me – Open parenthesis [Hold up right arm & curve hand slightly toward your head]
Do Lord, oh do Lord, - A times B [Cross arms to make an X]
oh do remember me – Close parenthesis [Hold up left arm & curve hand slightly toward your head]
(Extra) – Times C [Quickly hold up your right index finger & shake it one time]
Do Lord, oh do Lord, - Equals A [Hold arms parallel like an equal sign]
oh do remember me – Times open parenthesis [Cross arms to make an X & then hold up right arm]
oh do remember me - B times C [Cross arms to make an X]
Way beyond the blue – Close parenthesis [Hold up left arm & curve hand slightly toward your head]
• Sing & motion it together 2 times. Sing it standing on right leg, on left leg, and while standing on their chairs. (Have them squat or sit on the floor if you don’t want them standing on their chairs.)

Latin

  • Use Latin Llama with a 4 birthday candle, llama puppet, a snake puppet with playing cards, & a moose puppet. On Llama Llama Latin Llama’s 4th birthday, she brought along her friend, “Oos the Moose,” to help celebrate! Latin Llama was excited to be able to introduce her to Puss in Boots! “Puss, this is Oos!” This helps us remember how the 4th declension noun endings sound! (I printed off this picture of a moose and taped it to a craft stick: http://www.cool2bkids.com/moose-coloring-pages/ .) (This idea is based on the stories by CCC user rtseely.)
  • Go through song and motions once.
  • When we do singular, we’ll use 4 fingers on one hand. When we do plural, we’ll use 4 fingers on both hands. I say and then kids repeat with song and motions after each one.

us: like puss so swipe your cheek like showing whiskers
-us: like moose - fingers come out from head like moose antlers
ui: like gooey - rub your fingers on your palm like you have something gooey on them---start from beginning of singular
um: like a vacuum so push 2 fingers back and forth like vacuuming---start from beginning of singular
u: like shoe – touch your shoe ---start from beginning of singular
(3X and then sing “Singular Fourth Declension”)

-us: like moose - use both hand to make moose antlers
uum: like you’re grossed out by something (“eww”) in the room (“-oom”) – Hold up fingers in front of face with disgusted look on face
ibus: like you’re driving a bus – pretend you’re moving the steering wheel ---start from beginning of plural
-us: like moose - use both hand to make moose antlers ---start from beginning of plural
ibus: like you’re driving a bus – pretend you’re moving the steering wheel ---start from beginning of plural
(3X and then sing “Plural Fourth Declension)

  • Go through song and motions once.

I changed the ui sound to be like gooey, u sound to be like shoe, and uum to sound like eww and room.

Fine Arts

10:00-10:30 am

The Well-Tempered Clavier

Baroque Composers: Handel & Bach

  • Who did we learn about last week? [Hold up your hand to help remind you of Handel.] I want you to hold up your hand whenever you hear me say, “Handel.”

  • Today we are going to learn about someone who was born the same year as Handel [Hold up your hand]: Johann Sebastian Bach. Pat your back whenever I say, “Bach.” Back and Bach sound kind of close.
  • Handel and Bach were born the same year but never met. Handel mainly worked with royalty. Take your “Handel hands” and make a circular crown above your heads. Say, “Handel - Royalty.”
  • Bach worked mainly in churches. Touch your back with both hands and then put them in front of you in a prayer position. Say, “Bach – Churches.”
  • Bach signed many of his works with a signature, Soli Deo Gloria, which means, “To the Glory of God alone.”
  • Handel and Bach both wrote Baroque music. Show me the timeline motion for Baroque. Yes, it had lots of ornamentation. Bach had quite a bit more Baroque—style ornamentation in the songs he composed. We’ll hear that in today’s song: The Well-Tempered Clavier.

Review Groups of Instruments

  • Let’s play the Speedy Instrument Trivia Game! Who can name one of the groups? [Hold up pictures of them. They can be in any order.]
  1. Strings: [Show a picture of string instruments] Strings are a group of instruments voiced by tightly stretched strings that are strummed OR scraped with a bow OR plucked (as in the case of the harpsichord). Which instruments are in the string family? (violin, viola, cello, bass, & harpsichord)
  2. Woodwinds: [Show a picture of some woodwind instruments] Woodwinds are a group of wind (blown) instruments with finger keys to adjust the size of the wind aperture, which produces different notes. Which instruments are in the woodwind family? (flute, oboe, clarinet, bassoon, & saxophone)
  3. Brass: [Show a picture of some brass instruments] Brass is a group of instruments that produce loud, sustained sounds by air forced through the mouthpiece and tubing. Which 2 brass instruments did they have during the Baroque Period? (trumpet & French horn)
  4. Percussion [Show a picture of some percussion instruments & name them] Percussion instruments are struck or shaken to vibrate a skin, metal, or strings. What are some percussion instruments? (drums, cymbals, triangles, gongs, & pianos) Did they use these percussion instruments during the Baroque Period? (No.)

Fugue & Counterpoint

  • Bach wrote The Well-Tempered Clavier for children to play while they were learning to play the harpsichord. A harpsichord is similar to what kind of instrument? (piano) How is it different from a piano? (The strings are plucked.)
  • Why do you think Bach might have composed a song for children? Yes, he did teach children to play music. Who takes music lessons in the class? He also viewed children as a blessing from God. He had 20 children!
  • Do you remember how I said that Handel and Bach wrote different styles of music? Bach used counterpoint in his fugue. Say, “Counterpoint.” Counterpoint is when you play several melodies at the same time. A fugue, which is the type of music, uses counterpoint.
  • [Ask for 4 volunteers to sing their favorite song. Write each song on the board just like the picture above. Draw a person next to each song title, but space them separately.]
  • Let’s demonstrate that. Four of you volunteered to sing your favorite song. You’re each going to sing your song. You’ll start singing as soon as I point to you. It’s going to get a little confusing because everyone is going to be singing a different song. That’s okay. Just do your best. Remember, you are going to sing Hush Little Baby. You are going to sing Joy to the World, etc. [Have each child sing. Child A will start their song. A few seconds later, point to child B who will sing their assigned song. A few seconds later, point to child C who will sing their assigned song. A few seconds later, point to child D who will sing their assigned song.] That is counterpoint. It sounds kind of confusing doesn’t it? Instead of 4 different people singing 4 different songs, in Bach’s The Well-Tempered Clavier ONE person with TWO hands is playing all 4 different melodies AT THE SAME TIME! Isn't that amazing?

Prelude

  • The Well-Tempered Clavier doesn’t start with that though. It starts with a prelude. Say, “Prelude.” Who has ever been to a symphony, dance recital, or play that had a stage and curtains? What happened before the music or dancing started? The dimmed the lights, put the spotlight on the center of the stage, and then they pulled open the curtains [Dramatically open your arms.] to let you know the music or show is about to begin. This is how Bach starts his song.
  • When we play the piano, what happens when you play lightly on the keys? [Pretend to play lightly on the table.] Is the music soft or loud? Yes, it’s soft. What happens when you pound on the piano keys? [Pretend to pound on piano keys on the table.] Is the music soft or loud? Yes, it’s loud. Does anyone remember if the same thing happens on a harpsichord? You’re right. It doesn’t happen. No matter how hard you press on the keys, it’s going to be the same volume.
  • Bach wanted to make the notes in his prelude sound special, so he used pedal notes and rolling chords. This makes it sound like it gets louder – even though it doesn’t really get louder.
  • You’ll know that the Prelude is over because the music will pause for a moment. You’re going to think the song is over, but it won’t be. That is when his fugue with counterpoint begins. You’ll hear the first melody come in, and then the next, and then the next, and then the next. All 4 melodies will be playing at the same time. Unlike what we sung our 4 different songs, though, Bach’s 4 melodies will actually sound good when they’re played together!

The Well-Tempered Clavier

  • The first time listening to the song, have the quietly listen while I use a marker to trace the song’s progress on the flowchart created by CCC user brandyferrell. During some of the prelude, I encouraged the children to pretend to play the harpsichord notes on the table.
  • The second time listening to the song, have the children lay on the floor and close their eyes to listen. Turn out the lights. [If you don’t think this will go well with your class, have them quietly play with play-dough as they listen.]

Review Questions:

  • Who remembers who composed, or wrote, that song? (Bach) What are you supposed to do when you hear his name? [Pat your back.] Who remembers the name of the song? (The Well-Tempered Clavier) What kind of song is it? (Fugue) A fugue uses what type of technique that involves several melodies playing at the same time? (Counterpoint) What style of music did Bach write? (Baroque) Baroque music is known for having lots of what? (ornamentation/decoration)
  • How did that song make you feel, or what was your favorite part?

Presentations

10:30-11:00 am

Presentations

  • 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: Sound: Use appropriate volume, inflection, and tempo. Speak using a volume so that the whole room can hear you. Vary your inflection; don’t use a monotone voice. Don’t speak too fast or too slow. 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: Try to make eye contact with at least 2 people for at least 7 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 or The Well-Tempered Clavier.

Science Experiment Activity

11:00-11:30 am

Mineral Identification
Mineral Identification

Mineral Identification

  • What are geologists? (people who study the earth, which includes studying rocks) If you broke down rocks even smaller, you'd find they are made of something even tinier called minerals. A mineral isn't living, but it is naturally formed. That means it wasn’t made by a person. It was made by God.
  • Today we're going to pretend to be geologists as we try to identify these mystery rocks and minerals.
  • Lay out all of the minerals and rocks. Allow children to look at them. Ask, “What do you notice about them?” [Allow each child to say something they see about the minerals.]

Test #1: Color & Streak Test

  • Introduction: If we want to figure out which mineral is which, it would be easiest to look at their colors. What color is this? (hold up one of the rocks or minerals) What color is this? [Keep going through the various rocks and minerals.] You are all great at figuring out the colors! Good job!
  • Who likes drawing with sidewalk chalk? Me too! If we took this rock and scratched it on the sidewalk like it was a piece of chalk, what color do you think it would be? What about this rock?
  • Some of these rocks can be tricky, though! They have something called impurities in them that make them look like one color, but they're really another color. In order to find out the true color, we're going to do a streak test. We're going to rub the mineral across the tile, so it will leave a mark. We call that mark a streak, and the streak will let us know the true color of the mineral or rock.
  • Procedure: Hold up each rock or mineral and have the children hypothesize what color they think the streak will be. Then allow each child a turn making a streak on the unglazed porcelain tile. (Note: If the mineral doesn't leave a streak, try a different edge.)
  • Results: From our mineral identification sheet, it says the mineral that makes 1) a black streak is graphite. Which of these is graphite?, 2) a red streak is hematite. Point to the one that is hematite., 3) a white streak is gypsum. Point to the one that is gypsum., and 4) no streak is garnet (almandine). Point to the one that is garnet.
  • Did any of these surprise you? Which one(s)?
  • The garnet didn't make a streak. Why do you think that might be? (It's harder than the porcelain tile.)

Test #2: Luster test

  • Introduction: Another way we can figure out which mineral is which is by the way this mineral reflects light. We call that its luster.
  • Categories: You'll each get to shine a flashlight on each of these minerals. You'll tell me if it looks glassy (looking like our glass window), metallic (reflecting the light like a piece of a metal), or dull (doesn't really reflect the light).
  • Procedure: Hold up each rock or mineral and have the children hypothesize the luster of each one. Then pass around each sample and allow each child to shine their flashlight on the mineral or rock. Then conclude the luster of that one.
  • Results: From our mineral identification sheet, it says the mineral that is 1) glassy is feldspar. Point to the one that is feldspar. 2) metallic is pyrite. Point to the one that is pyrite. 3) dull is limonite. Point to the one that is limonite.
  • Did any of these surprise you? If so, which one(s)?

Extra time?

  • If you have extra time, you can continue on with the mineral identification tests, which I will include in the lesson for Week 22.
  • Alternatively, you can read a story about rocks and minerals and their identification. My kids loved the book Dave's Down-to-Earth Rock Shopby Stuart J. Murphy.


Dave's Down-to-Earth Rock Shop (MathStart 3)
Dave's Down-to-Earth Rock Shop (MathStart 3)

This is a great book about how to divide rocks and identify them. It's a fun story about two children who want to organize their rock collection, so they go to a rock shop and learn about the various ways their could organize and categorize rocks. It's a great way to introduce the aspects of mineral identification. It's short enough that it kept the attention of my younger kids.

 

Review

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 15-21. Have children tell me or show me locations using their fingers.
  • Shamrock Sit on It: I bought foam shamrocks from the Dollar Tree, but you could also use construction paper ones or just print off free coloring sheets and use those. On the bottom of each of my 7 foam shamrocks, I wrote a different subject. I laid those in various places around the room. I had 7 toy gold coins (though you could use other items) each with a different week number (15-21). We played a few seconds of The Well-Tempered Clavier as the children walked around the room. As soon as the music stopped, they each had to sit on a shamrock. Child A would pick a gold coin to let us know which week we were going to review. Each child would recite the subject that was on the back of the shamrock they sat on. Collect the shamrocks one at a time. After everyone has recited their grammar, lay out the shamrocks in a different order and repeat. (If candy is allowed in your class, you can give each child a chocolate-covered gold coin afterward.)

Abecedarian Applause Week 21

(my weekly parent email)

It was wonderful getting to see you all today, and we’re looking forward to seeing some of you at the symphony tomorrow morning as well!

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 history sentence: History Morning Basket & Activities: Exploration of Canada.

This week I will be praying for each of your children. My prayer is that through our time at CC, they will develop a willingness and ability to work hard at all that they do “as working for the Lord, not for men.” (Colossians 3:23) Please let me know if there are any specific prayer needs I can join you in praying for.

Cutting out paper snowflakes was one of the activities we did this week at home during our History Morning Basket & Activities time from the above link on the Exploration of Canada.
Cutting out paper snowflakes was one of the activities we did this week at home during our History Morning Basket & Activities time from the above link on the Exploration of Canada.

Looking for all my CC Lessons?

© 2019 Shannon

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