CEP Lesson Plan Form

Teacher: Howard Webb Date: 04/20/2018

School: RMHS Grade Level: 10-12 Content Area: Photography

Title: Dust-Spotting Black and White Photographs Lesson #: 1 of 1

Lesson Idea/Topic and
Rational/Relevance:
Photofinishing and dust-spotting are common practices in the production of
finished film based photographic prints. This lesson is being taught in order
to provide photography students with an understanding of the process and
materials so that they may use them in order to complete finished
photographic work that will be submitted for assessment.

Student Profile:
The 10-12 grade students in the is class have each completed an
introductory photography class. They all demonstrate at least a basic
understanding of the relevant photographic processes. They are accustomed
to working relatively independently in the classroom and are typically self-
motivated.

CDE Standards for Visual Art: Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

3. Invent and Discover to Create

1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas

Understandings: (Big Ideas)

• Common causes of undeveloped and underdeveloped spots and lines in photographic prints

• Ways to prevent excessive undeveloped and underdeveloped spots and lines in photographic prints

• Techniques and materials used to camouflage common undeveloped and underdeveloped spots and lines in photographic prints

Inquiry Questions:

Is quality and refinement important in the things that we produce? Why?

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CEP Lesson Plan Form

Evidence Outcomes:

Every student will be able to:

• I can identify causes common causes of undeveloped and underdeveloped spots and lines in photographic prints

• I can produce photographic prints with a minimum of undeveloped and underdeveloped spots commonly caused by poor film handling and
darkroom practices

• I can utilize techniques and materials used to camouflage common undeveloped and underdeveloped spots and lines in photographic prints

This means:

List of Assessments: (Write the number of the learning targets associated with each assessment)

1. Discussion with students during and following the demonstration and discussion

2. Assessment of completed student work for dust spot prevention and correction techniques

3. Observation of students performing dust-spotting work during and after demonstration

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CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson
Co-Teaching
Will co-teaching models be utilized in this
lesson? Yes ___ No _X_
Classroom instructor is likely to contribute to the
discussion but is not formally co-teaching
Approx. Time and Materials
Anticipatory Set
Procedures
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Which model(s) will be used? Demonstration, discussion, and participation taught in small groups of
students
Why did you choose this model(s) and what are the teachers’ roles?
This is the most direct and practical model of instruction for this material considering the classroom
environment, the knowledge and ability of the students, and the information being conveyed
45-60 minutes
Black and white photographic prints with blemishes
Neutral spotting fluid
Dried spotting fluid on a surface/palette
Red sable brushes 000 or smaller
Jeweler’s magnifying and lighted headlamp
The strategy I intend to use is: Classroom announcement and preview
I am using this strategy here because: The students are already aware of the practice and are eager to learn
about the materials and techniques.
The strategy I intend to use is: Demonstration, discussion, and participation
I am using this strategy here because: This is the most direct and practical model of instruction for this
material considering the classroom environment, the knowledge and ability of the students, and the
information being conveyed. The students will be taught in small groups in order to make it possible for them
to observe the demonstration closely and to participate in the practice portion of the lesson. The process is
not complicated but does require demonstration and practice to understand and complete effectively.
Teacher Actions Student Actions Data Collected
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1. Short explanation and discussion of Will work with small groups of

the reasons for dust-spots and
white marks frequently seen in
students in order to make close
photographic prints observation and participation
possible and effective
2. Explanation of the dust spotting
process

3. Explanation of where and how

students may obtain dust-spotting
materials for use in the classroom

4. A brief description of the materials

used for dust-spotting black and
white photographs

5. Demonstration of the process and

practice of camouflaging dust-spots Formative: Discussion and
in black and white photographs engagement during demo

Formative: Evaluation of student

dust-spotting practice during and
following the demo

6. Students practice dust-

spotting using
demonstration
photographs or their own
photographic prints
Summative: Evaluation of student
7. Students are encouraged work submitted for assessment
to practice and to employ
dust-spotting using their
own photographic prints in
the coming weeks
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CEP Lesson Plan Form

Closure The strategy I intend to use is: Student participation and practice
At the conclusion of the demonstration, I am using this strategy here because: The students already have photographic prints and prints of second
students will be encouraged to practice dust- quality that they are ready to use for practice and completion
spotting and to use the techniques and
materials to refine their finished prints before
submission for assessment
Differentiation Content Process Product Environment
Modifications:
No content No process Student work will vary No environment
modifications modifications needed according to individual modifications
needed ability, physical needed
Magnifying headlamp challenges, and/or the
will be provided to difficulty presented in the
accommodate students student’s work. Students
with vision and/or fine will be assessed
motor issues according to these
conditions as well as by
the quality of the
student’s finished
product.

Extensions: Students will be

engaged in discussion
related to their work as
it is produced and the
potential need or
benefit of dust-spotting.
Additional instruction
and/or review will be
provided as needed.
Assessment

Criterion Below Expectations Meets Expectations Exceeds Expectations Score

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CEP Lesson Plan Form
(Score 0 if element is absent)
Student is able to produce work that
requires a minimum of dust-spotting
and/or understands the cause(s) of
dust spots and blemishes present on
finished prints
Students can obtain and prepare dust-
spotting materials according to
instruction and demonstration
Student uses dust-spotting materials
and knowledge in order to produce
quality prints and to correct minor
imperfections
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(1)
Students is unable to
produce work that requires
a minimum of dust-spotting
and/or does not
understand the cause(s) of
dust spots and blemishes
present on finished prints
Student is unable to
prepare for dust-spotting
prints and/or does so in a
way unacceptably different
than what was described
Student does not use dust-
spotting materials and
techniques as needed, or
does so ineffectively in the
production of finished work
submitted for assessment
(2)
Student produces work that
requires a minimum of
dust-spotting and/or
understands the cause(s) of
dust spots and blemishes
present on finished prints
Student is able to obtain
and prepare dust-spotting
materials according to
instruction and
demonstration
Student does use dust-
spotting materials and
techniques effectively as
needed in the production of
finished work submitted for
assessment
(3)
Student produces and helps
his or her peers work that
requires a minimum of
dust-spotting and/or
understands helps his or
her peers understand the
cause(s) of dust spots and
blemishes present on
finished prints
Student is able to help
other students understand
the process or produces
work beyond what was
described or demonstrated
Student uses dust-spotting
and/or other photofinishing
techniques to produce
quality photographic prints
submitted for assessment
TOTAL
CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

The lesson objectives were achieved sufficiently. The lesson was designed to be conducted with
small groups of students. Circumstances dictated that the lesson took place with most of the
students at one time. Ideally, I would like to have had more opportunity to talk about
preventative measures with the students. I would also have like to have worked with smaller
groups so that students could have observed the demonstration more closely and so that they
would have been able to practice the techniques more comfortably and universally. I have been
able to work with individual students on this process on two occasions since the lesson, and I
feel confident that the objectives were achieved regardless. Many students in the class have
completed the process successfully and have demonstrated a good understanding of the
concepts we discussed in various ways.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

I really do believe that this lesson would have been somewhat more effective with small groups
of students. Though it seems to have relatively successful, I would teach it this way under
different circumstances. I would have liked to have had more photographs assembled in order
to show a wider variety of photographic issues and to have provided more student opportunity
to practice. If this was my own class, I would have made the spotting process a requirement for
the finished product rather than a desirable option. Regardless, the students that I have worked
with are engaging in the process of their own volition. I might also have used a document
camera to make the demonstration easier to see for the students.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

This lesson is becoming a continuing process itself. Today, I worked with two students to correct
and to augment photographs as an outgrowth of this lesson. This class is highly unusual in that
there is very little overt and structured classroom instruction. The students work independently
and seek out advice and instruction as needed. When a student asks a question that pertains to
the rest of the class, that topic may be discussed briefly with the members who are present. I
would like to do a demonstration of hand-tinting photographs. It would build on the
photofinishing theme and would allow the students to think more abstractly about the final
assignment on which they are working. It is possible that I may teach such a lesson, but that it
may follow the spontaneous format that is typical in this classroom.

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CEP Lesson Plan Form

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

I did not plan this lesson as a co-teaching lesson plan. However, I have come to value Jay
Dukart’s input during my lessons. His experience as a teacher and his understanding of his
students makes his input both valuable and highly relevant. During this lesson, Duke interjected
examples of how other students have used the process and materials and various witticisms. I
co-taught a kindergarten class recently and I have benefited from what Duke describes as his
inability not to interject. I have come to find the co-teaching format to be effective, beneficial,
and enjoyable.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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