Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name: Cermanski Course/Grade:

Yearbook
Week of:
September 4 to Septemer 12, 2014
Unit Name:
Profile Writing and Photographic Portraiture


(1A)*Essential Question(s):
How can I write a strong profile?
How do I take a great portrait that showcases
a distinct part of my subjects personality?
How do I use Photo editing software to
manipulate my images?
(1A/1B) Connections (prior/future learning):
Students are familiar with profiles from reading
about important individuals in history class, the
newspaper, etc.
Students have seen great portraits but may not
have known the formal techniques
photographers use to take them.
Many students have manipulated photos on their
smart phones and Photoshop.
(1A) Common Core/State Standards: NMVA-- 1,4,5
(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc.
Students who are having trouble with
portrait writing will be allowed to write a
shorter piece.
More advanced students can choose to do a
write a more in-depth piece.

(1D) Resources/Materials:
Teacher:
Profile example
PowerPoint on Photographic Portraiture
Profile interview assignment
Students:
Flash drive, pen, paper, camera
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?

Daily: Daily observations of students while they are doing their interviews in class
This Week: Completion of profile piece

(1B) Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,

THURSDAY SEPT 4
(1C) Learning Target: Students will learn how to ask
strong interview questions and effectively interview
someone. TSW know this when he/she has finished
generating a strong list of 10 interview questions.

(1C) Do Now: Look at the photos you took over the
weekend. Which is your strongest photo? Your
favorite? The weakest photo? Explain.

I. Remind students about MAYB folder!!!!
II. Go over Profile project & rubric
III. Read sample profile pieces
IV. Class-generated interview questions
V. Start interviews in class
VI. Generate 10 questions from informal chat
HWBring camera Monday as we will be doing
shooting assignments! --------Type 10 interview
questions, leave space for notes, and save on flash
drive. Bring to class.

(1F)Embedded Formative Assessment: Cold call on
profile pieces
(1B)Closing Activity: review how to ask strong questions
FRIDAY SEPT 5
(1C) Learning Target: TSW determine a subject for
his/her profile piece. TSW know this once he/she chooses
a subject out of the interview conducted.
(1C) Do Now:
Do Now: What did you find most interesting about
your subject in your interview yesterday?

II. Interviews--ask 10 questions and take notes using
laptop or notebook.
--After asking 10 questions, choose 1 or 2 topics that
seem especially interesting and ask for more details.
--Decide what topic you will use to write profile piece
& ask subject to bring prop/object that represents or
symbolizes the topic. (For photo shoot)
--Switch!
Homework: Write a rough draft profile piece
(1F)Embedded Formative Assessment: cold call on
interview questions
(1B)Closing Activity: review how to write a profiled piece
Monday Sept 8
I. Finish interviews
II. Write 10 questions
III. Do 2
nd
interview
Tuesday Sept 9
I. Finish 2
nd
interviews
II. Start writing rough draft profile piece
Wednesday Sept 10
III. Finish writing rough draft profile piece.
IV. After finishing rough draft, students should
peer edit papers. Students should edit for:
1. Grammar/spelling
2. Strength of pieceis it engaging? Is there
aglue that holds it all together? Does it
provide enough detail for the reader to get a
picture of the subject?
3. Flowedoes the paper logically flow from
beginning to end?
Thursday sept 11
(1C) Learning Target: TSW learn how to take a strong
portrait photo. TSW know this once he/she takes 5
different types of portrait photos.
(1C) Do Now: Do Now: What surprised you in the
interview yesterday? What did you learn that you
wouldnt have known about the person had you not
I. Check rough drafts
II. Photographic Portraiture power point
III. Assignment: shoot subject in candid,
posed, formal shot
Take 5 shots, choosing 1 of each of the following:
Choosing the Right Background
delved deep?


Focus on the Eyes
Lighting, Lighting and more Lighting
Change the Format Framing
Alter Your Perspective
Experiment with Subject Expressions
Play with focus
Give Your Subject Space to Look Into
Reflection & Shadow
Movement
Get serious
-Switch
Assignment: Finalize rough draft profile piece & bring
printed copy for tomorrow!

(1F)Embedded Formative Assessment: cold call on types
of portrait photos
(1B)Closing Activity: which portrait technique is this?
Friday Sept 12
(1C) Learning Target: Students will learn how to do
peer reviews of profile pieces to give constructive
feedback. TSW know this once he/she has given
strong feedback to his/her peers.
(1C) Do Now: Do Now: Answer 5 of the 10 questions
you asked your subject on Tuesday.


II. Peer reading of profile pieces. Edit for:
-Grammar
-Strength of pieceis it engaging? Is there a glue
that holds it all together? Does it provide enough
detail for the reader to get a picture of the subject?
III. Hand back profile pieces and begin working on
editing photos or final draft

(1F)Embedded Formative Assessment: cold call on rules
for editing profile pieces
(1B)Closing Activity: review how to know if there is a
glue
Monday Sept 15
(1C) Learning Target: Students will incorporate
feedback from peers to write a strong profile piece.
TSW know this once he/she makes edits to profile
based on feedback received.

Do NowWhat helpful feedback did you get from
your peer yesterday? Did it change your final draft?
I. Edit portrait & work on final draft of interview.

(1F)Embedded Formative Assessment: progress on edits
for profile piece
(1B)Closing Activity: remind students project is due
tomorrow
Tuesday Sept 16
(1C) Learning Target: Students will participate
effectively in a critique. TSW know this when he/she
makes at least 3 strong comments.

Critique
(1F)Embedded Formative Assessment: participation in
critique
(1B)Closing Activity: review what was learned during
critique

*Refers to NMTEACH Rubric:
1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment
Formative Assessment includes, but is not limited to:
Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.