Launch, Explore/Instruct, Summarize Lesson Plan Format

Your Name: Cynthia, Allison, Chelsey, and Deanna

Title of Lesson: Lunch Count Procedure
Grade Level: 1st Grade
Objectives:

I can independently select my daily lunch choice by placing my numbered magnet in the correct area on the lunch choice board 4 out of 5
days in a week.
Materials:

Magnetic lunch count board

Numbered magnets
Accommodations or Modifications:

Libby has an IEP and it states that she has trouble seeing. Libby can have assistance when needed to help complete tasks at school. Libby is
assigned a friend to help place her numbered magnet on her selected lunch choice each day.

Tyler has trouble remembering what to do in the morning time. His shoulder neighbor is assigned to help him if they notice that he has not
made his lunch choice.

Cloe comes in class for the regular morning routine and then goes to her self-contained classroom for reading and writing. Cloe makes her
lunch choice with us but needs assistance doing so because she does not fully understand the process of selecting between the 5 choices.
Maranda helps Cloe make her selection, which is often lunch from home. Maranda is Cloes cousin and when she is absent the teacher helps
Cloe.
Assessment:
In this case the assessment is a formative assessment done by the teacher when she checks that all students have made a selection on the magnetic
lunch count board.
Grouping:

This is done individuality for all students except those mentioned in the accommodations and modifications section.
Launch:
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The teacher first explains that there will be lunch choices each day.
She explains that there is a range from numbers 1, 2, 3, or 4 to buy at school.
She also explains that there is a choice for lunch from home.
Teacher tells what #1 one is for the day, usually hot lunch.
Teacher tells what #2, usually a salad or sandwich.
Teacher tells what #3 choice is which is yogurt, string cheese, animal crackers, and fruit cup.
Teachers tells what choice #4 is which is peanut butter and jelly with oranges slices and carrots.
She also explains that there is a choice for lunch from home.
Teacher then shows the students the board and how each section is labeled with #1, #2, #3, #4, or lunch from home.
The teacher picks up her own lunch choice magnet, labeled with number zero and places it on her choice for the day.
She explain that each student has their class number labeled on a magnet and if they forget their class number it is on their name tag.
The teacher explains that this is done once each row or table is called to put away their backpack start of the day. She reminds them that
this is done without talking.
13. Now she calls rows and waits to observe if students are correctly doing it.
Explore/Instruct:
1. Students wait for their row or table to be called to put away their backpack and make their lunch choice.
2. Once called students will take their belongings and put them away first then they will make their lunch choice.
3. Student will place their magnet on their choice and then sit back down.
Summarize:

Teacher asks students if they know why it is important to make a lunch choice each day?

Teacher calls on students and then gives desired answers if they do not so the students understand why it is important. Desired answers: 1.
The lunch ladies need to know how much food to prepare for the school so each student can eat. If they dont prepare enough food than
someone will not get to eat lunch that day. 2. It is important because we need to know what choices there are before we get to lunch so we
already know which lunch we want therefore we do not hold up the line.