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CC Cycle 2 Week 22 Lesson for Abecedarian Tutors

Updated on August 24, 2019
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Former abecedarian CC tutor (iijuan12), former history teacher, & currently a Christian homeschooling mama of 9 blessings

Classical Conversations CC Cycle 2 Week 22 Abc Tutor Lesson
Classical Conversations CC Cycle 2 Week 22 Abc Tutor Lesson

This is the plan I used while tutoring a Classical Conversations Cycle 2 Week 22 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.)
***Parent Helper: Collect markers and maps and return to tutor bag. Throw away paper towel pieces.***


  • Chant the science while the children listen.
  • Allow children to each roll the silly voice die & chant the science together using that silly voice: Squeaky mouse voice, sing it like a soldier, cowboy, stick out your tongue and sing it, butterfly whisper voice, & T-rex voice.

(*At home we’ll be learning the science sentence using the song & motions by Seth; however, we'll be making the below updates.)

For the fifth edition, leave out the "3" and include "wave and particle" at the end.


• I sing and explain hand motions from Classical Conversations of West Plains shown in the video below - we did everything except for the beginning numbers (1989). The children repeat after me.
• Children sing & do motions with me two times.
• Children stand up and march in place while singing & doing motions two times.
• Are you ready for a challenge? Children march in place while spinning in a circle while singing & doing motions two times.

We did these motions except for the beginning "1989." Do note that the words to the song have changed slightly for the fifth edition, but the hand motions will


Option A: If your director allows you to use printed sheets in class:
-I sing & do hand motions while kids listen. Tune: Shorten’ Bread (Mamma’s gonna buy you some shortenin’, shortenin’…) by CCC user Txmap
-Children sing with me.
-Pass out a sheet to each child with the formula written on it. Have children sing it with me while following along on their papers. Repeat 4 more times.

Option B: If your director doesn’t allow you to use printed sheets in class:
-I sing & do hand motions while kids listen. Tune: Shorten’ Bread (Mamma’s gonna buy you some shortenin’, shortenin’…) by CCC user Txmap
The Communicative Law for Addition [Make addition sign with index fingers & move it forward]
A plus B [Make A with arms like YMCA style]
Equals [Optional: Hold arms parallel like an equal sign]
B plus A [Make B by curving right arm with hand under belly and jutting our right knee]
The Communicative Law for Multiplication [Cross arms to make an X]
A times B [Make A with arms like YMCA style]
Equals [Optional: Hold arms parallel like an equal sign]
B times A [Make B by curving right arm with hand under belly and jutting our right knee]
- Sing 6 more times while standing on right leg, standing on left leg, squatting, doing lunges, and spinning around.


• Sing through with the motions with the children participating.
• Play Latin Duck, Duck, Goose - Instead of saying, "," the child says the memory work while tapping (-eram, -erās, -erat, …). On the last word (-erant), the child that is tapped gets up and chases the tapper. *I always try to count ahead so that each child will get a turn getting to be the goose. After the two children have run around, I tell the tapper, “Start with [child’s name].”


• 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


  • I chant while children listen.
  • Allow children to each roll the music die & chant the conjunctions together using that dynamic: staccato, crescendo, diminuendo, legato, forte, & piano.

(*At home we will be learning this using the song by Seth, posted below.)

Fine Arts

10:00-10:30 am

*Parent Helper: On the board draw two different kinds of houses: one to represent A and another to represent B and then one that looks like the first house (A). You should have House A, House B (which looks different), and House A again. Write A under the first house, B under the second house, and A under the third house.

QUICK Review:

  • Instruments:

Let’s play the Speedy Instrument Trivia Game! Who can name one of the groups?

  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). They include the violin; the viola, which is larger than a violin; the cello, which requires you to sit down; the bass, which requires you to stand up; and the harpsichord, which looks like a piano but the strings are plucked. What group of instruments are these? Yes, strings!
  2. Woodwinds: [Show a picture of some woodwind instruments & name them] Woodwinds are a group of wind (blown) instruments with finger keys to adjust the size of the wind aperture, which produces different notes. One woodwind instrument that you know how to play is the tin whistle. What group of instruments are these? Yes, woodwinds!
  3. Brass: [Show a picture of some brass instruments & name them] Brass is a group of instruments that produce loud, sustained sounds by air forced through the mouthpiece and tubing. What group of instruments are these? Yes, brass!
  4. Percussion [Show a picture of some percussion instruments & name them] Percussion instruments are struck or shaken to vibrate a skin (drums), metal (cymbals, triangles, gongs), or strings (piano). What group of instruments are these? Yes, percussion!
  • Compositions:
  1. What composition did we listen to the first week? [Sing “Beethoven’s 5th” using the Dah-dah-dah-dah theme.] Now you all sing that with me.
  2. What composition did we listen to last week? Brahmn’s Symphony no. 4, Third Movement [Hold up 4 fingers.] Brahmn wanted the musicians to play in an allegro giocoso manner. What does that mean? [lively and joyous manner] Sometimes they were supposed to play really, really loud. What word do we use for that? For… [fortissimo]. What was one of the themes they played? [“Come and get your beans, boys.”] Sing that with me.

Introduction for Dvořák’s Serenade for Strings, Fourth Movement

  • Today we’ll be listening to Dvořák’s Serenade for Strings, Fourth Movement. It is slow and calm. Just like the name suggests, it is a serenade. Say that with me, “serenade.” A serenade is calm, relaxing music written to be used as background music for dinner or parties.
  • Dvořák’s Serenade for Strings only uses one instrument of families. Which family do you think it uses? [Strings.] That means you won’t hear any instruments from the other families. What are the other families? [woodwind, brass, percussion] He wanted to make sure his serenade was calm and relaxing.
  • Theme: Dvořák’s Serenade for Strings, Fourth Movement follows a musical pattern of ABA [point to the houses drawn on the board], which means his song has a musical idea or theme (we’ll call that A), switches to a different musical idea or theme {we’ll call that B), and then returns to the first musical idea or them (A). It would be like this: {Clap-clap. Stomp. Clap-clap.} (This idea is from FB Cheryl Krichbaum.)


  • Listening #1: Everyone gets to pretend to play violins while sitting at their seats and listening. I will direct.
  • Listening #2: Listen to the song again (even if you only have time to listen to part of it). Turn out the lights (unless there aren't windows in your room). Have the children lie on the floor and close their eyes while listening.

Review of Today

What composition did we listen to today? [Dvořák’s Serenade for Strings, Fourth Movement] Was it fast and loud or slow and relaxing? [slow and relaxing] What is the only family of instruments that Dvořák used in his Serenade for Strings, Fourth Movement? [strings] When were serenades normally used? [As background music for dinner or parties.]

*For additional ideas look for scripts from CCC users nicoleliem & scottooth.


10:30-11:00 am


  • 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: Try to make eye contact with at least 2 people for at least 7 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 hmm, umm, or other sounds between 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 or Dvořák’s Serenade for Strings, Fourth Movement.

Science Activity

11:00-11:30 am

Popsicle Stick Catapults
Popsicle Stick Catapults

The children will be creating popsicle stick catapults using craft sticks (7 per child), glue, rubber bands, and small bottle caps. Each child will make their own. Children will need help with the rubber bands.

Tip #1: If your director doesn't mind you bending the rules a little, let each of the children use a plastic spoon instead of having to glue a bottle cap to a craft stick. Spoons are so much easier! If that's not an option, ask if you can use a glue gun to attach the caps to the craft sticks. If that's also not an option, then encourage the kids to do that step first so that the glue has the longest amount of time to dry.

Tip #2: I wouldn't recommend using marshmallows for practice because the kids will eat them...even if they've been all over the floor. Small pom poms (fuzzy craft balls) work well.


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 16-22. Have children tell me or show me locations using their fingers.
  • Nerf Review: Divide the class into groups among the helping parents and you. Each group has a Nerf gun and toy animals. Have each child answer 1-2 questions each from the memory work for weeks 16-22. Then they get to shoot 1 dart at the toy animals. Repeat. Children stay at the same table the entire time.

Abecedarian Applause Week 22

(my weekly parent email)

It was so much fun getting to learn together at CC this week! Be sure to ask about the catapults.

Thank you for being so welcoming of our visiting guests. Do compliment your children on their friendliness in class today! They were all so helpful.

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: Fall of Communism.

Next week for our science activity the children will be creating egg protectors. My children enjoyed watching this video as inspiration for how to design their egg protectors. We will be using different materials than what the man in the video uses, but it's still a great way to get children to start thinking of what issues they might need to account for when designing the egg protectors.

This week I will be praying for each of your children. My prayer is that through our time at CC, God will teach them perseverance in all they do so that they can “run with perseverance the race marked out for [them].” (Hebrews 12:1) Please let me know if there are any specific prayer needs I can join you in praying for.

Building a wall and then knocking it down was one of the activities we did this week while studying the fall of communism during our History Morning Basket & Activities time.
Building a wall and then knocking it down was one of the activities we did this week while studying the fall of communism during our History Morning Basket & Activities time.

© 2019 Shannon


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