CC Cycle 2 Week 16 Lesson for Abecedarian Tutors
This is the plan I used while tutoring a Classical Conversations Cycle 2 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 song & hand motions by CCHappyMom.)
You'll need to leave out Former Yugoslavia and add in Slovenia.
- I sing and do the motions from last week while the children listen.
- The children sing and do the motions with me.
- Play Ring Around the Rosie while singing the Latin song: Have the children hold hands and go around in the circle while singing the Latin song to the CC tune. Each time you get to bant, everyone falls down. Then stand up again and repeat. Do this 5 times in total.
- I sing while the children listen.
- Have children sing it with me 2 times.
- Basketball: Give each child a half sheet of paper & have them crumple up the paper as we sing. After we finish, have them try to throw the paper ball into the trash can. Repeat 3 more times.
- Chant & do motions while the children listen.
asserts an action = run in place
state of being = freeze in place
links two words together = link index fingers together
helps another verb = right fist on open left palm & lift up palm & fist
- Chant it and do the motions together 2 times.
- Have only the boys chant it. Only the girls chant it. Only the children on the left chant it. Only the children on the right chant it. Everyone chants it. (Even if they are not chanting, everyone still does the motions so they stay engaged.)
• Chant & do the motions below (posted by Hunt Fish) while the children listen. *You'll need to make 2 changes to update her wording: 1) Instead of "remain in motion" say, "continue moving." 2) Switch the order of "at a constant speed" and "in a straight line."
Newton's 1st law of motion = Hold up 1 finger
An object = Hold out a fist
Tends to remain at rest = Lay your fist on the flat palm of your other hand.
An object = Hold out fist
In motion tends to continue moving = Roll hands around like a referee does when calling a travel in basketball
In a straight line = Put hands together with thumbs up and palms flat against each other. Slowly move them away from your body.
At constant speed = Roll hands around like a referee does when calling a travel in basketball
An outside force acts upon it. = Clap hands together
• 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.)
Look at the above note to see slight word changes you'll need to make to match the words in the fifth edition.
- I chant and do the below motions while the children listen.
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 chants and does the hand motions together one time snail-paced super slowly. Do it together slowly. Do it at a regular pace. Do it fast. Do it really fast. Do it frantically funny fast.
(*At home we will also be learning it using the tune of If You're Happy and You Know It by Abbasgirlie, which is posted below.)
• 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.
- *Bring a hair dryer just in case it’s needed.
- ***Parent Helper: 1) Assist children in putting on t-shirts or smocks to protect their clothing. It is highly recommended they wear something to protect their shirts today. 2) Help cover the table with a plastic tablecloth. 3) Use masking tape that’s been cut to be half as thin to tape a foot bridge across each child’s canvas as shown at https://thecraftyclassroom.com/ .
- 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 who loved to paint landscapes, but had to add people to them so he could make money? (Gainsborough) Show the ballet slipper again. Who remembers the name of the impressionist artist who loved drawing ballerinas and was wonderful at painting and drawing movement? (Degas)
- Today we’re going to study about another impressionistic artist named Claude Monet. Say that name with me, “Claude Monet.” To help you remember Monet, I’m going to show you these funny glasses because Monet painted what he saw and felt and his impressionistic dabbing technique sometimes made objects look fuzzy.
- Claude Monet was born in 1840 in Paris, France, which is right here on the map. (Point to it on the CC map.) You learned that city during week 5’s geography. He lived at the same time and place as Edgar Degas (Fine Arts Wk 15), who we learned about last week. Monet also lived at the same time as composer Antonian Leopold Dvorak (Fine Arts Wk 22), who we’ll learn about in a few weeks. Monet was painting during World War I (History Wks 14 & 15).
- Claude Monet helped lead an art movement called Impressionism. Say that with me, “Impressionism.” Impressionistic artists decided to stop painting things the way they really looked. Instead, they wanted to paint not just how things looked but also how the light reflected from the objects. Monet suggested to painters: “When you paint, try to forget what objects you have before you. Instead think, ‘Here is a little square of blue, here an oblong of pink, here a streak of yellow’ and paint it just as it looks.” Instead of using brushstrokes like this [mimic painting], he’d dab on paint [mimic dabbing]. Monet is most well known for painting gardens and flowers, especially water lilies, and for painting the bridge that crossed his pond. [Show a picture of one or more of his footbridge paintings, particularly Bridge over a Pond of Water Lilies.] We’re going to paint Monet’s footbridge using his impressionistic style. (Some of this information came from CCC users RebeccaMark and lb_oliver .)
- Follow the general idea from https://thecraftyclassroom.com/ , though children will be using a paintbrush to dab paint instead of using their fingers to finger paint.
- Place Monet’s painting of a Bridge over a Pond of Water Lilies so the children can see it.
- Use paper plates or empty egg cartons to hold paint for pairs of children to share. We also had small cups of water for washing off paint. (Be very careful they don't get knocked over.)
- Tell them to take their paintbrush and swirl the yellow and blue 2 times. Don’t swirl it together too much or you’ll get 1 color, green. We still want yellow and blue to show up mostly as separate colors, but we want both colors on your paintbrush. Now dab that around on the paper under the bridge.
- Do the same thing with the yellow and green. Swirl it around 2 times. Now dab that on and above the bridge. Look at your canvas and make sure no white is showing anywhere.
- Dip the paintbrush in red and swirl it a bit with the yellow if you can. Dab that under the bridge.
- ***Parent Helper: Pull the strips of masking tape off the canvas. If the strips aren’t coming off easily, use a hairdryer on a warm setting to heat up the tape a little bit first. (I, the tutor, will be doing this as well.) Have baby wipes ready to wipe off fingers as needed.
- Once all the tape has been removed from all the paintings, have children paint the bridge. This time we won’t be dabbing. We’ll be using a regular, long brushstroke like this. [Mimic a long swipe of a paintbrush.]
- We are going to use lighter colors for the bridge. To make our colors lighter, we’re going to add white. Add a bit of white on top of the blue/yellow mixture. (If the color looks mainly green, add a little more blue.)
- Have the children swirl the white/blue/yellow mixture together.
- Dip the paintbrush in your paint. Make sure you have plenty of paint to go straight across the canvas. Start at the left side and do one long stroke across the canvas on the bottom line of the bridge, making it a little curved just like the white line on your paper. Make sure to cover all the white line.
- Repeat the same process with the top line of the bridge.
- Have children dab in the paint and draw one straight stroke down each slat, from top to bottom.
- If you have extra time, read Claude Monet (Getting to Know the World's Greatest Artists) by Mike Venezia. (I simply flipped through the pages and summarized the book.)
- Show the silly glasses again. Who remembers the name of today’s impressionist artist who focused on how light reflected off what he was painting, and it sometimes made his paintings look fuzzy? Yes, Claude Monet.
This is the book I used to discuss Monet's life and work. I simply read the book ahead of time and then flipped through the pages as I summarized the book. The children love these books and they seem to do a good job of keeping their attention.
- 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.
- (*Ahead of time you can watch a video of the experiment for #189 Shape Up 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.
Shape Up (#189)
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 Monet bridge paintings! You might want to consider saving it to enter it in the art show at the county fair. At least be sure to admire it 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: Newton's First Law of Motion.
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).
© 2019 Shannon