CC Cycle 2 Week 15 Plan for Abecedarian Tutors
This is the plan I used while tutoring a Classical Conversations Cycle 2 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.
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 song & hand motions by CCHappyMom.)
You can leave out Kuwait & Persia.
- 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 using a slap/clap rhythm while children listen.
- Children recite and clap/slap with me very slowly. Get faster each time.
- 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.
• Sing through half the motions, while explaining each motion. Repeat and go all the way through, explaining the second half when you get to them. Each time I say, model, and explain, and children repeat and do motions.
bam – Bummer! Index fingers trace frown on your face because the present/gift is messed up (imperfect)
bās – Hold arms out wide like you’re driving a bus
bat – Index fingers point at your butt (---start from beginning)
bāmus – ASL for sheep: Pretend to hold their little lamb in one arm and use your index & middle fingers of the other hand to gently cut some wool off of their lamb (that says “baah”) then show muscles
bātis – ASL for sheep: Pretend to hold their little lamb in one arm and use your index & middle fingers of the other hand to gently cut some wool off of their lamb (that says “baah”) & then blow nose into a tissue
bant – pretend to hold a baseball bat and bunt the ball
• Sing together all the way through with the motions 2x.
- Sing the history sentence while children listen.
- Vary who sings it: Children sing it 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. I used the rhythm from Classical Conversations of Morgantown (posted below).
- 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.
- ***Parent Helper: Help children put on t-shirts or smocks to protect their clothing.
- Show a compact mirror to remind the children of the first artist who painted portraits and practiced painting expressions by making silly faces at himself in the mirror and drawing those. Who remembers his name? (Rembrandt).
- Show a toy tree. Which artist did we learn about last week who loved to paint landscapes, but had to add people to them so he could make money? (Gainsborough)
- Today we’re going to study about an artist named Edgar Degas. Say that name with me, “Edgar Degas.” To help you remember Degas, I’m going to show you this ballet shoe [or you could use a ballet doll or toy figure] because Degas loved drawing ballerinas and was wonderful at painting and drawing movement. Cameras were invented and became popular during his lifetime, so he made his sketches and paintings look more like photographs, with people in natural poses [make a dance-like pose], rather than the stiff, staged poses [Clasp your hands and stand straight and still with a serious look] that had been and were popular among other artists at that time.
- Edgar Degas was born in 1834 in Paris, France, which is right here on the map. You learned that city during week 5’s geography. He lived at the same time and place as Claude Monet (Fine Arts Wk 16), who we'll learn about next week. He and Monet both lived at the same time as composer Antonian Leopold Dvorak (Fine Arts Wk 22), who we’ll learn about in a few weeks, and they were painting during World War I (History Wks 14 & 15).
- Option A: If you think your children can trace, have your parent helper tape sheets of paper over this outline of a Degas sketch. They should be taped over a window so the light of the window will allow them to see through the window. They should use a black crayon to trace the drawing. *Note: I didn't do this because I think it would have frustrated my younger children; however, if I'd had older abc students, I would have had them do this step.
- Option B: Print off the above outline of a Degas sketch.
- Allow students to color the pictures using pastels, as Degas is known for using pastels, not paint. I did first show them how to draw the straight lines out on the ballet skirt. I also showed them how to use their fingers or a piece of paper towel to smudge the pastels.
- If you have extra time, read Edgar Degas (Getting to Know the World's Greatest Artists) by Mike Venezia. (I just flipped through the book as I summarized what it says.)
- Show the ballet slipper again. Who remembers the name of today’s impressionist artist, who loved drawing ballerinas and was wonderful at painting and drawing movement? Yes, Edgar Degas.
As you probably know at this point, I'm a huge fan of this series. The author does a great job covering the life of the artist (with fun details) and his work. My children love these books too. For class I simply summarize the book as I flip through the pages.
- 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.
- (*Ahead of time you can watch a video of the experiment by CCLivermore Tutor posted below.)
- I do have a full script for this activity that I might post at a later time. It's on my computer that crashed. If I can get it off that hard drive, I'll post it here. In the meantime, you can check the script from CCC user nicoleliem for additional ideas.
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.
We'll be visiting the Cummer Art Museum on Saturday morning at 10 am. (It's free the first Saturday of each month.) Please let me know if you'll be able to join us!
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: World War I.
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)
© 2019 Shannon