Cycle 2 Week 16 Simple Tutor Plans
Here are my simple tutor plans for this week – week 16. This post is going to be short and sweet. To see previous weeks click: Week 15, Week 14, Week 13…Our community days are on Mondays. My goal with these posts is to provide a jump start to your own tutor plans. I strive to make simple plans as suggested by CC. Your plans should not be taking you hours and hours. Teaching with a stick in the sand should be your goal.
***If this is your first time reading these posts please note that I try my best to protect CC and their copyright so I will not give away things like the history sentence verbatim. If you have your foundations guide you will be able to follow along.
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This week, presentations were geared around a famous artist or building. However, about half the class did not know what the presentation was. When this happens I encourage the kids to speak about something that can be spoken about which does not require prep work…like what they want to be when they grow up, where they want to live, special events over the weekend they attended, a favorite animal or other thing, etc.
I always encourage the kids to introduce themselves and pause at the end to ask if there are any questions. Everyone is encouraged to ask questions. We then clap and tell the speaker thank you. I try to keep this easy going and up beat. When we started, we had a few reluctant kiddos. Now everyone gets up to talk without any problems. They are doing awesome!
We have continued drawing our timeline facts. This week the kids used their personal dry erase boards. We sit in a circle and chant, scream, whispers, or other voice for each round until everyone has laid down their card. In total we say the facts 8-9 times. We do this every week. The kids love it and would rather do this than something else.
This are the images I used for our History sentence. There is an image for Hitler, “Invading Poland” (german marching soldiers), a map of the Midway Battle, an atomic bomb explosion, an image of a landmark in Hiroshima, and an image of a landmark in Nagasaki. I suggest reading previous weeks to see what I do with these.
I normally draw something for my science, however I lacked the inspiration this week. Instead I wrote out the sentence broken up into different color themes. I used a tennis ball as my prop. I held the ball up and asked, “What is this? Is it an object?” I waited for a response and then placed the ball on the floor. I asked, “what’s the ball doing?” The reply should be, “It is at rest.”
Then we say, “An object (pointing to ball) at rest stays at rest”…I then picked up the ball and rolled it across the floor. I asked what the ball was now doing. I did this several times while we were saying the sentence. I erased portions of the sentence starting from the first portion until there was nothing left. It worked well.
For math I drew the image above and placed the prop below inside the rectangle…
Most of my class did not truly understand what “area” was referring to. For myself, I find it hard to memorize something if I don’t know what it is talking about. So we discussed this quickly. I showed them all the little squares in side this rectangle. I told them that finding the area means I want to know how may squares are in this rectangle – the inside…not the perimeter. I then had the kids solve the area for the rectangle above. This all happened very quick. We were able to fit this in with memorizing the formula.
Above are the images I used for our geography. I used our large map, writing directly on it, and we traced and placed the flags on the memory content countries. We also reviewed the peninsulas quickly. This memory content was regarding the Balkins. If one could remember that the Balkins is in the Balkins peninsula it would be easier to know where these countries were. The other point of interest here is that Yugoslavia isn’t around anymore….something to talk about at home.
This week was about a verb: All of my students had this phrase down for the most part because of essentials. But we acted out the phrase…asserting an action was bicep flexing, a state of being was pointing to our heads, linking two words together was linking our fingers together, and helps another verb was holding a hand out to help another.
Again, my students already knew this….we sang it a few times just to say we did it. In past weeks we drew images to replace the words.
We used one of the activities out of the Discovering Great Artists book suggested in the CC foundations guide. This week was Monet!!! I love Monet, especially this one!
We used water colors and I had many examples of Monet paintings. We briefly talked about his technique and then during the painting activity, I talked more about Monet and his history.
We used experiments out of Janice Vancleave’s Science Experiments book. We did project 189 and 190 as suggested by the CC guide. These were simple projects that didn’t make a huge mess. For the one that we had to use the table as a ramp, we used 5 different objects, not just a marble, tape, and jar lids. The book is clear about why the marble is faster. We briefly review “center of gravity” which we learned about briefly in a previous science experiment before Christmas.
For the other project which has one cut out two circles and make one a cone, the book also is clear about why the cone cuts through the air and falls faster. This actually fits with our area formula we memorized. The speed of an object falling is dependent on it’s total surface area. A bigger surface area equals a slower speed. Talking about what area is, is important to understand this concept.
I hope you have a great week. Share what you did with your students in the comments! I’d love to hear.
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