CC Cycle 2 Week 4 Lesson for Abecedarian Tutors
This is the plan I used while tutoring a Classical Conversations Cycle 2 Week 4 abecederian class. I have included all the subjects including new grammar, art, presentations, science, 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 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 trace around the border of Europe and then erase them.
-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 songs & hand motions by CCHappyMom.)
• 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.
• Hear me sing the 7's.
• Touch Head, Shoulders, Knees, and Toes while singing together. Start slowly & go faster each time.
- Sing the history sentence while children listen. I added the below hand motions. I just do the motions without explaining them.
King John = “hold” a scepter nobly
Signed = Sign with right hand on left hand (paper)
Limiting = Right fist up in front of you; left hand comes up, wraps fingers around the fists and pushes right fist down.
King Edward III = Hold up 3 fingers
Claimed to be = Fists on hips
King of France = Pound scepter 3 times (once for each word)
War = ASL for war
- Vary who sings it: Children sing it & do motions with me. Right table sings it. Left table sings it. Boys sing it in a whisper. Girls sing it loudly. Everyone sings it. (If they are able, I have the all the children do the hand motions whether or not they are the ones singing it. That keeps everyone engaged.)
• Hear me sing 8’s while pointing to them on the board.
• Have children sing with me.
• Use skip counting worksheet from CCC user Aeisen. Move a small toy spider because of its 8 legs (or any small token) to each spot as you sing through them. Have them have their spiders “jump” up and down on the spot for the clap parts. Go through 5 times, starting slower and getting a little faster each time.
- I chant while children listen.
- Have children chant it with me 2 time.
- Basketball: Give each child a half sheet of paper & have them crumple up the paper as you chant. After we finish, have them try to throw the paper ball into the trash can. Repeat 3 more times.
- (*At home we’ll be learning the Nominative Pronouns using the song/chant by CCC user marykbry. You could instead use the song by Seth.)
- Everyone together will sing and use motions we learned last week. Only sing through it one time.
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
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
- Let each child have a turn "leading" the class by singing it into a toy microphone. Again, we will only sing through it one time each.
- Chant sentence while children listen.
- 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.)
- (*At home we’ll be learning the types of consumers using the song & motions by Seth.)
- ***Parent Helper: Fill 8 Dixie cups with water. Place the cups at the far end of the children’s tables. Put a watercolor paint set and a fat paintbrush near the water. These should not be out of reach of the children.) Then put a piece of newspaper down at each child’s place (to be used to protect the table). Place a box of crayons on the tables for each group of 3 children, and pass out a sheet of drawing paper to each child’s place.
- Have children sit on the floor while the helper mom/dad prepares the table.
- Quickly show 3 traditional paintings. (I used ones from one of the Lucy Micklethwait books.) Ask children what they see in each picture. (children and a dog, men playing a game, a mom and dad, etc.)
- Show some abstract art by Kandinsky. Ask the children what they see. Have them identify OiLs in Kandinsky’s or Delaunay’s art. Can they identify any real objects, people, or animals in the paintings?
- About 100 years ago, some artists decided to stop trying to paint something that represented an animal, object, etc. Instead, they wanted to communicate a message or feeling. “Abstract art is non-representational art. That is, art which does not try to represent people, animals or objects in the real world, but which attempts to communicate meaning either through dramatically simplified or invented forms.” (An Usborne Introduction: Understanding Modern Art)
- Read The Noisy Paint Box: The Colors and Sounds of Kandinsky's Abstract Art by Barb Rosenstock . Kandinsky is credited as the first abstract artist.
- ***Parent Helper: Turn on a classical music CD. I used the songs that we will be listening to later this year from the Classical Music for Dummies CD, but any music will work. Vivaldi’s Spring is always a nice one as well.
- Have children return to seats. Tell them to not touch anything yet and wait for the instructions. Tell them we are now going to paint the music that we hear.
- Have children label the back of their paper with their names.
- Using a crayon, draw four straight lines that cross each other and go to the edge of the paper. Lines may be diagonal or straight. Put crayon back in bowl.
- Pick up a different color crayon and draw 2 circles that touch a line. They can be oval, circles, kidney-shaped or ellipse-shaped. They are to be empty and any size anywhere on the page. Replace that color crayon.
- Draw 3 dots -- any size or shape (like the circles) with a different color crayon. Color them in solidly. Then replace that crayon.
- Choosing another crayon color, place your crayon on the dot and draw a curvy line going off the page. It will look like a balloon. Do this twice. Replace this color crayon in the bowl.
- Pick up a final color and add two or three things on your own such as: a zigzag, angled line, a spiral, a dotted line, a shape like circle or dot, etc.
- Wet your paints with clear water by dropping a drop of water into each color first. Then paint in the shapes, repeating colors in different sections of the painting but not touching. ***Make sure that children do not use too much water!!! It might tear the paper.***
- Mix colors to make new ones, such as tertiaries and work on refining painting skills. All white areas should be covered with paint.
- Did we all follow the same directions? Do the drawings look the same? Different? How are they similar? How are they different? Why? With just one set of directions, everyone in the classroom will come up with very unique works of abstract art.
- ***Parent Helper: Collect papers & set aside to dry. At the end of class while we do review, they can put in children’s folders to be sent home OR collect them for the art portfolios that will be returned at the end of the 6 weeks if you would prefer to do that instead.***
• 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: Volume: Can the whole room hear you audibly? Make sure to not be too soft or too loud. 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: Hear silence once. Make no hmm, um, or any other sounds between your 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 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 1-4. Have children tell me or show me locations using their fingers.
- Fly swatting game: Print off a flip chart from CCC & cut each subject into one square (or just use the review cards). I divided the questions in half. One helping mom/dad sat with half the children, and I sat with the other half. Each child would take a turn using a fly swatter to slap one of the flies. They answer the question that is on the back of the fly. Half way through they switch and move to the other “pond” to answer those questions.
Abecedarian Applause Week 4
(my weekly parent email)
Words cannot express how proud I am of all of my abecedarians and of all of you parents for your dedication. Your children are doing such an amazing job with the memory work, and I know that has to do with your perseverance in working with them each week!
Please try to make a habit of taking your child to the bathroom each morning before morning assembly! We had multiple requests for bathroom trips shortly after class started today.
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: Food Chain.
This week I will be praying for each of your children. My prayer is that through our time at CC, they will learn to “be generous and willing to share [and so] lay up treasure for themselves as a firm foundation for the coming age.” (I Timothy 5:18-19)
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