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Running head: KISS LESSON PLAN

KISS Lesson Plan

Landon Guenther
Ivy Tech Community College


InTASC Rationale Page

Standard 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
Name of Article: KISS Lesson Plan
Date: 21 June, 2015
Course: EDUC255 Multicultural Teaching
Using the Thematic Unit Plan made in a previous assignment, I made a lesson plan using
the KISS thinking + Lesson Plan Form. This had to include academic standards for the
appropriate grade level, the required materials, and step-by-step directions, as well as fit the
theme of the Unit Plan.
Although less common in higher grades, a thematic lesson can serve to help students
recall information easier, especially if they have an interest in the theme. Creating lesson plans
around such themes, especially when creative aspects are included, can help students retain
information more easily.


You Shall Pass!

Grade Level: 10th Grade
Topic: Magic
Book: Harry Potter and the Sorcerers Stone by J.K. Rowling
Scholastic Printing, 1998
Standard #1
IDP-1.3: Apply and adapt the design loop as a guide in problem solving
1. Create a representation, story, or roleplay of life if magic were real, not restricted to
the materials provided.
2. Use the piece created to present to the class in whatever way is most appropriate.
3. Assess ones self and give feedback on what changes would be made if done again.
Resources Needed:
Pencil, paper, poster board, markers, colored pencils, scissors, tape.
1. Using the materials and provided along with any the students wish to provide themselves,
they will create a representation of what their life would be like or how they would live
differently should they have access to magic. This idea is open to interpretation, and they
may do as they wish with the idea so long as they respect the ideas of others. Students
will be given four days to do this, with the first being recommended for planning, the
second for the bulk of the work, the third being to finish up and start presentations, and
the fourth for the rest of the presentations. Additional time may be made if needed.
2. After being created, the students will present their work in whatever way is most
appropriate. Stories may be read aloud, plays acted out, pieces of art presented, etc.
3. After presentation, appropriate feedback may be given and a few comments made by the
class, as well as questions, time permitting.
4. Once all of the presentations are done, students will be given a short self-assessment
form, asking them how well they think they did, how hard they believe they worked,
what they would change if anything should they do this project again doing what they
know now, and any additional feedback on the project.
5. Ask the class as a whole what they thought of the project.
6. Projects will be collected along with the self-assessment sheet for grading.


1. Students grades will depend on their creativity, their presentation, any necessary lingual

critique for written works, as well as how much effort they put forth during the class time
provided for creating the project. Each area will be graded on a 5-point scale, with
creativity depending on the apparent originality of their idea, as well as how well
thought-out it was. Their presentation will be graded based on how well it was presented,
with clearly spoken words and expressed ideas. Lingual critique and use of various
artistic styles will be graded based on apparent effort. Full points will be rewarded so
long as excessive amounts of class time are not used for socializing or horseplay.