CC Cycle 2 Week 19 Lesson for Abecedarian Tutors
This is the plan I used while tutoring a Classical Conversations Cycle 2 Week 19 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.
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.)
***Parent 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.)
- I chant while children listen.
- Allow children to each roll the music dynamics cube & chant using that music dynamic: staccato, crescendo, diminuendo, legato, forte, & piano.
- I chant while children listen.
- Chair Chants: Have children stand up with their chair next to them and chant it with me. Have them step on to their chair & chant it. Have them step down from their chair & chant. Chant while standing in chair. Chant on ground. Chant while standing in chair.
(*At home we’ll be learning the science sentence using the song & motions by Seth.)
- Sing the history sentence while the children listen.
- Allow children to each roll the silly voice die & sing the history song together using that silly voice: Squeaky mouse voice, fish voice (rub your index finger up and down over your lips as you say it), gorilla voice (beat your chest with your fists as you say it), stick out your tongue and sing it, butterfly whisper voice, & T-rex voice.
• 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.
- Ask the children to pretend that it is their birthday today. Their perfect present is in this box. When you get the perfect present, you jump up and down squeal "Eeeee!"--- which is how the perfect tense starts.
- One of the CC tutors asked her husband what he wanted as a gift, and do you know what he wanted? Tea! She looked at him surprised and asked, “E! Is tea it?” Yes, that was the perfect present for him, and that’s the perfect tense in Latin starts!
- 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.
-ī – Sing language E (Show your palm and curl in all your fingers & thumb & have it bounce up & down with excitement.)
-istī – Hold arms out like you’re asking a question and then pretend to drink tea (“Is tea?”)
-it – Pretend to point at something = It (---Start from the beginning.)
-imus – Pretend to touch something and then shake your hand like you just touched something icky and then show muscles (i+mus)
-istis – Hold arms out like you’re asking a question and then and then blow nose into a tissue (“Is+tis?”)
-ērunt – Puff your cheeks and blow out air and then wiggle your index finger back and forth like you’re saying, “Nh, nh, don’t do that!” (air+nt)
- Sing together all the way through with the motions 2x.
- I sing while the children listen. I use the tune Clementine by Classical Conversations of Morgantown (posted in the below video). I added a clap after the song.
- Have the children sing it with me, adding a clap after the song.
- Circles (adding a clap after each time): Sing it while doing arm circles forward, while doing circles backward, while circling with your right leg (while holding on to your chair for balance), while circling with your left leg, & while circling your hips (like you're using a hula hoop)...which should be fun and silly.
We will be doing this together as a group, and I won’t be leading it. We had everyone meet together and sit in seats that were set up like an orchestra. We then went through each of the sections and then listened to some of the different instruments played (some real instruments and some from on the computer). If you are leading this, you can use the script by CCC user scottooth if it is still on CCC.
- 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: Incorporate the skills we have learned so far: Good posture, volume, eye contact, pauses, and smiles. 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: Posture: Stand still ad straight with shoulders relaxed and head high. Hips stay pointed to audience and feet are planted.
- 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.
- Prep: Ahead of time my parent helper and I folded 2 paper airplanes for each student. We then opened them back up. That way the students had pre-folded lines to more easily create a basic paper airplane.
- Design Planes: In class I led the students in folding their paper airplane. The parent helper & I then went around and helped each child make a modification to their plane (fold the front up to make it blunt, add an extra fold to the wings, fold 1 wing up & 1 down, use scissors to create back flaps, use scissors to cut off some of the back, etc.)
- Decorate Planes: Give the children 1 minute to use crayons to decorate their plane so that is quickly visibly different from everyone else's plane. Have them add their names too just in case.
- Fly planes for distance: So that they all start from the same place, have the students stand behind the table and throw their paper airplane to try to get it to fly. Which one went furthest? Now try gently flicking it. (Model it first.) What happened? Now try throwing it as hard as you can. (Model it first.) What happened?
- Which model went the furthest the most times? Let's look at it. How is it different from the other planes?
- Now everyone gets to design your own plane that we'll use in the contest on Week 24. You'll want the paper plane design that can go the furthest.
- Again, lead everyone in folding another basic paper plane model. Then let them decide what they'd like to do to modify it (extra folding, cutting, etc.)
- Let them decorate their plane with crayons and write their names on the planes.
- 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 13-19. Have children tell me or show me locations using their fingers.
- Mystery Bag: Ahead of time place a variety of small toy animals and objects (superhero, rock, Olaf, princess, etc.) in a bag. Have each child answer a subject from week 13. Then have child #1 select an item from the mystery bag. Everyone acts like the object for 10 seconds. I ring a bell and they go back to their seats. Have each child answer a subject from week 14. Then have child #2 select an item from the mystery bag. Repeat. *When reciting the grammar, I always start with the child who is picking them item and we go through the subjects in order. That way each child will be reciting from a different subject each time. I always offer the option for children to answer by themselves, with a prompt from me, or together as a class.
Abecedarian Applause Week 19
(my weekly parent email)
In two weeks we will be attending the Symphony for Children concert series. I hope you will be able to make it! My children have gone in the past and always enjoyed it! It's such a delight for them to get to see and hear the actual instruments, and the symphony does a wonderful job making the event quite child-friendly.
Would you like a little bit extra? Each week my family enjoys reading books, doing activities, and watching YouTube video clips related to what we're learning about at CC. 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 in preparation for next week's the science activity: Science Morning Basket & Activities: Bridge Construction.
This week I will be praying for each of your children. My prayer is that through our time at CC, they will develop a passion for God, that their souls will crave Him and their hearts will cling to Him. (Psalm 63:8)
Looking for all my Cycle 2 lessons?
- CC Cycle 2 Week 1
- CC Cycle 2 Week 2
- CC Cycle 2 Week 3
- CC Cycle 2 Week 4
- CC Cycle 2 Week 5
- CC Cycle 2 Week 6
- CC Cycle 2 Week 7
- CC Cycle 2 Week 8
- CC Cycle 2 Week 9
- CC Cycle 2 Week 10
- CC Cycle 2 Week 11
- CC Cycle 2 Week 12
- CC Cycle 2 Week 13
- CC Cycle 2 Week 14
- CC Cycle 2 Week 15
- CC Cycle 2 Week 16
- CC Cycle 2 Week 17
- CC Cycle 2 Week 18
- CC Cycle 2 Week 19
- CC Cycle 2 Week 20
- CC Cycle 2 Week 21
- CC Cycle 2 Week 22
- CC Cycle 2 Week 23
- CC Cycle 2 Week 24
© 2019 Shannon