Classical Conversations CC Cycle 3 Week 3 Tutor Plans Masters

Here is everything that I plan to do for Classical Conversations CC Cycle 3 Week 3 in my Masters class!

CC Cycle 3 Week 3 Memory Work

CC Cycle 3 Week 3 Timeline

This week for timeline, I plan for us to play the game Before or After.

This game is great for the Masters class because it can test their Timeline knowledge forwards and backwards.

To play Before or After:

1. Draw a random Timeline card and set it out front as the first reference card.
2. Sing the Timeline portion once through. Then, draw another random Timeline card.
3. Ask the class if the newest drawn Timeline card comes before or after the reference card. I have the students move to my right if it’s before and my left if it’s after to get them out of their seats.
4. We sing through the song to see who in the class was correct.
5. Pull another Timeline card and use the most previous drawn card as the new reference card to ask before or after.
6. Continue playing until all 7 repetitions are done.

Supplies needed to play Before or After:

• 7 Timeline cards pertaining to the week

Approximate time it takes to play Before or After: 5 minutes

CC Cycle 3 Week 3 Math

For the Masters class, I like to do minute-to-win it type of games or mathercise. 

This week, I plan to play Yahtzee again while we can roll for 5s and 6s.

This game works best for a class of seven students or less. If you have eight students, have the first two students go at the same time, then one student at a time after that so that there are only seven repetitions.

If you have less than seven students, do one for each student and then you can either just say the facts quickly for the remaining repetitions or hold competitions between the top competitors.

To play Yahtzee, give one student (or two, see note above) five dice. Have the rest of the class recite the math fact one time through while the person with the dice plays.

The student with the dice needs to roll for all of the same number on the dice. We will recite the 5s first, so roll for 5s.

Say they roll 5 dice, and they get two 5s. They keep the two 5s up, pick up the remaining 3, and keep trying for 5s.

You can make it more difficult by adding more dice or just see how many Yahtzees they can get.

The person stacking does not do the recitation.

Continue playing with each student and see who can get a Yahtzee!

Play again for the 6s, rolling for 6s this time.

Supplies needed to play Yahtzee: 

• five dice

Approximate time it takes to play Yahtzee: 6 minutes

CC Cycle 3 Week 3 History

Last year my class loved playing Hot or Cold for history and since I have mostly the same class, I decided I’ll do it again this year.

If they decide they are over it, I’ll come up with something else and update these plans as I go!

To play Hot or Cold, listen to the history song one time all together.

Then, show the class the item you will be hiding.

This week, I plan to bring in what else but a tea bag!

Have one parent bring one student outside into the hallway while the rest of the class chooses a place to hide the item.

Once hidden (tip – only give them 30 seconds so it’s not a big time suck), invite the student back in. Have the class sing the history song loudly if the student is close to finding the object and quietly if the student is farther from the object.

The student has six repetitions to find it. If they find it in time, they win, if not, the class wins.

If the student finds it before six repetitions are over, have everyone sing or say the history song as fast as they can for the remaining repetitions.

Supplies needed to play Hot or Cold: 

• object to hide – I plan to use a tea bag

Approximate time it takes to play Hot or Cold: 5 minutes

CC Cycle 3 Week 3 Latin

This week, I plan to play Sparkle with the class since there are so many words this week.

To play Sparkle:

• have all the students stand up near their seats
• one student will say the Latin word with it’s translated English word
• the next student will say the next Latin word and English word
• play continues with the next student and next words
• when all the words runs out, the next student says Sparkle and the person next to speak has to sit down and is out of the game
• continue playing until all 7 repetitions are complete

The game ends when there is one person left standing. You may need to play the game more than once depending on how many students are in your class and you may have some tied winners in the end.

Here is my thinking for the repetitions:

1. Read all of the grammar so students know the pronunciations.
2. Start the Sparkle game and allow it go for 6 repetitions.

Supplies needed for Latin: 

• none

Approximate time needed for Latin: 4 minutes

CC Cycle 3 Week 3 Science

This week I plan to mostly do the hand motions but may throw in the song by Home Video Variety Show if the class is feeling it.

Here is the video of the hand motions that I got from the lovely Stephanie Laughlin.

Here is the order I plan to present science to get all seven repetitions in:

1. Read the question and say the answer, making sure to say “Three kinds of muscle are…”
2. Read the question and have the class answer
3. Introduce the hand motions to the class
4. Do the hand motions together four times

Supplies needed for science: None

Approximate time needed for science: 3 minutes

CC Cycle 3 Week 3 English

Since we have the math facts that take up a lot of time, I am planning to do a quick song for English.

In future weeks, I will be using hand motions to help with all of the different tenses so I will introduce the hand motion for present participle now – point back while saying past participle.

Here is the song I found that is by Kinsey Altman which goes to the tune of Hickory Dickory Dock:

Here are the quick 7 repetitions:

1. Read the grammar.
2. Introduce the hand motion of pointing back over our shoulder while saying past participle.
3. Practice the hand motion while saying the grammar.
4. Introduce the song while doing the hand motion.
5. Have the students sing with me and do the hand motion for the remaining 3 repetitions.

Supplies needed for English: none

Approximate time needed for English – 2 minutes

CC Cycle 3 Week 3 Geography

This year I want to try something new for my Masters class. If it goes well, I plan to do it all year.

Instead of tracing maps, I want to challenge my class to draw the US, week by week.

My director gives us large copies of the CC maps, one for each student. Last year, the students traced the maps.

I picked up some 11×8.5 paper. I plan for each student to keep their map all year (in a folder I will take home each week) and to build on the map each week.

I believe the Masters class will be more than capable of doing this because my 5 year old was able to draw this map her first try:

Here is what I plan to do to get our seven repetitions in:

1. Read the states and capitals for the week while the students put their names on their papers.

2 & 3. Have the students draw just the states we are doing this week, with their dots for capitals, on their papers while I read the states and capitals 2x through.

4. Show me where _____ is… (all 5 locations)

5. Tell me what this is… (all 5 locations) as I point to my map on my board.

6 & 7. Everyone reads all the states & capitals while passing their maps back to me to put away for next week.

Supplies needed for geography: 

• large map for each student
• 11×8.5 paper for each student
• pencil for each student
• optional – Draw the USA by Kristin J. Draeger to reference if students are stuck – she blobs the shapes of each state to make it easy to draw 

Approximate time needed for geography: 5 minutes

CC Cycle 3 Week 3 Fine Arts

I love our fine arts unit studying fine arts!

To start the class, I plan on bringing in an old comic image by Gustave Verbeek. He was apparently known for drawing comics that, when flipped upside down, were another image that would continue the comic story.

Here’s the image I’m bringing in: Optical Illusion by Verbeek

This is just to get them interested in the topic of upside down images, which is more about learning how to recognize individual shapes rather than looking at the whole image.

For their turn, I plan to post a USA themed image upside down at the front of the class.

I will have them point out any OiLS they see and encourage them to look from the top of the page and move down as they look.

I will then have them attempt to draw the image while it is upside down.

Have them turn their papers over and tell you what the image is.

Discuss whether they think they could draw the image if it was given right-side up or if they would have doubted their abilities when looking at it.

If we have time, I may have them try drawing it when it is right side up so they can compare which one was easier for them.

Supplies needed for week 3 fine arts:

• Paper for each student
• Pencil for each student
• Colored pencils/markers/crayons for students to share if time allows
• Printed images to copy
• Optional – printed image of Verbeek’s comic to start a discussion

CC Cycle 3 Week 3 Presentations

This year, I plan to have a skill of focus each week.

For the third week, I plan to have the Masters focus on eye contact.

I focused on this skill all last year but we have a few new students in this year’s Masters class.

To make it more fun, but not too distracting, I have the audience hold up notecard sized papers with two eyeballs on it.

I made the notecards on Canva but you can also just use index cards and draw eyes on them.

The presenter has to make eye contact with each audience member before the audience member can put their eyes down.

This also helps the audience to pay attention.

Last year, I only had the students hold up eyes but this year I plan to have the parents (and me!) do it too!

I may continue to hold up the yellow and red papers for timing if the skill continues to need to be improved from the last two weeks.

CC Cycle 3 Week 3 Science

This week is Van Cleave’s experiment #74.

Before our community day starts, I plan to put a sticker under one of the student’s seats. I’ll then put a matching sticker on the bottom of my tutor bag.

I plan to open the discussion by setting up a fake crime scenario, something along the lines of:

Today for science we have a mystery to solve… last week I came home after community day and noticed that my dry erase markers were missing! I looked around for clues and eventually I found a fingerprint on my tutor bag! Somebody in this class might be the thief – whether it was on purpose or not. Since we don’t know who may have taken it, it looks like we may need to do some science and figure out who it was!

I’ll ask the class what should we do if the only clue I found was a fingerprint.

I will ask them what they know about the skin/fingerprints, using the script my director gave me any time I want to elaborate on something or bring up a new idea.

(Here is the script from my director by Tiffany Pena)

Then, I will follow the actual experiment in Van Cleave’s once we are done introducing the topic.

My goal this year is to not read from a script, but rather read the scripts ahead of time and have the general idea in my head.

At the end, I will reveal that my fingerprint didn’t look anything like the ones we found today.

I will show them the sticker on the bottom of my tutor bag, then have them look around to see if they see a matching print.

If they can’t find it, I will have them look under their chairs to reveal the “thief.”

Supplies needed for hands-on science:

• Van Cleave’s 201 Awesome, Magical, Bizarre, and Incredible Experiments
• Two matching stickers
• Pencil
• Paper
• Transparent tape
• Magnifying glass

CC Cycle 3 Week 3 Review

For review this week, I plan to have the class play If.

I found this game on one of the Facebook tutor pages and it sounded super simple and fun for the students.

Basically, you will need a list of questions (or come up with them on the spot) to ask students. If their answer is yes, they take a step forward, if it’s no, they take a step backwards.

For example, a question could be, “If you had eggs for breakfast in the past 3 days, take a step forward.”

All the students will be lined up on one end of the room together. The students it is true for will take one step forward while the rest remain on the line.

Ask a review question and then ask another “if” question. If it is true for the students, again take a step forward. If it isn’t true, take a step backwards.

If the students are already on the start line, they don’t need to take a step backwards but those who have progressed, if it isn’t true, they must step back.

The first student to get to the other side wins.

I plan to bring in my agility ladder to keep the step sizes equal! I believe it has 20 rungs, but I’ll probably set up 10 or so.

Supplies needed for If: 

• list of “if” questions
• tape or agility ladder, something to mark out equal step lengths

Save These Masters Tutors Ideas for Later

If you have a masters class for Classical Conversations this year, make sure to save this plan to reference during your CC Cycle 3 Week 3 tutor planning!