DIGITAL PHOTOGRAPHY
Learning to see • Compose • Communicate
YELLOW = NOTES & IMPORTANT IDEAS
TURQUOISE = ACTIVITIES & PRACTICE
PURPLE = FINAL PROJECT (ONE PER UNIT)
SEE → PAUSE → LOOK → COMPOSE → DECIDE → CAPTURE
UNIT 1 • UNIT OVERVIEW
Unit 1 — Learning to See
LEARNING TARGET
I can explore how learning to see shapes what a photograph communicates.
OUR BIG QUESTION
What can this composition idea help a viewer notice?
Explore examples. Practice with your camera.
Make one intentional photograph and explain your choices.
UNIT GOAL: Use composition to make an intentional photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 1 • DAY 1 • TEACH
Photography Starts Before the Shutter
LEARNING TARGET
I can explain why looking carefully matters before taking a photograph.
WRITE THESE THREE IDEAS
Observation — Look carefully before taking a picture.
Subject — The person or thing you photograph.
Composition — How things are arranged in the frame.
BEFORE YOU LEAVE: Name one ordinary subject worth noticing.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 1 • DAY 2 • TEACH
The Same Subject, Different Photograph
LEARNING TARGET
I can identify how a photographer's choices change an image.
WRITE + NOTICE
The camera records what is in front of it.
The photographer decides what to include and leave out.
Move your position before pressing the shutter.
BEFORE YOU LEAVE: What could you change without changing the subject?
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 1 • DAY 3 • UNDERSTAND
Look Before You Judge
LEARNING TARGET
I can describe what I see using visual evidence.
LOOK • DISCUSS • WRITE
Look at two photos of a similar subject.
What do you notice first in each?
Point to something visible that explains why.
BEFORE YOU LEAVE: Explain one difference in composition.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 1 • DAY 4 • UNDERSTAND
What Makes It Worth Looking At?
LEARNING TARGET
I can support an opinion about a photograph with visible details.
WRITE THESE IDEAS
Notice first: What is actually in the photograph?
Explain second: What makes it interesting?
Use evidence: Point to light, line, shape, or framing.
BEFORE YOU LEAVE: Replace 'I like it' with a visual reason.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 1 • DAY 5 • PREPARE
Choose Something Ordinary
LEARNING TARGET
I can choose a subject and explain why I want to photograph it.
THINK • CHOOSE • PLAN
Find three ordinary subjects around you.
Choose one you want someone else to notice.
Write: 'I want the viewer to notice ___ because ___.'
BEFORE YOU LEAVE: Tell your teacher your idea before shooting.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 1 • DAY 6 • PREPARE
Plan Before You Shoot
LEARNING TARGET
I can plan more than one way to photograph the same subject.
SKETCH OR LIST THREE POSSIBILITIES
Try a closer view, a lower angle, or a different frame.
Decide what the viewer should see first.
Predict which choice will work best and why.
BEFORE YOU LEAVE: What is your first shot plan?
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 1 • DAY 7 • CREATE
One Subject, Five Ways
LEARNING TARGET
I can test different compositions of one subject.
CAMERA CHALLENGE
Take five photos of the same subject.
Change your position or framing each time.
Compare the results before choosing a favorite.
BEFORE YOU LEAVE: Which photo makes your subject clearest?
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 1 • DAY 8 • CREATE
Review and Photograph Again
LEARNING TARGET
I can improve a photograph after examining my first attempt.
MAKE • CHECK • ADJUST
Choose two photos from yesterday.
Identify one choice that worked and one distraction.
Retake the subject with a purposeful change.
BEFORE YOU LEAVE: What did you change and why?
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 1 • DAY 9 • CREATE
Choose Your Strongest Photograph
LEARNING TARGET
I can select a photograph using visual evidence.
WRITE THESE SELECTION RULES
A strong photo has a clear reason for being taken.
Composition helps the viewer notice what matters.
The best image is not always the first image.
BEFORE YOU LEAVE: Select one photo to explain tomorrow.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 1 • DAY 10 • SHARE
Show, Explain, Reflect
LEARNING TARGET
I can explain my photographic choices and evaluate my work.
USE OUR FOUR REFLECTION QUESTIONS
1. Why did you take this photo?
2. What choices did you make?
3. How did your choices help?
4. What would you do next time?
BEFORE YOU LEAVE: Share one visual choice with evidence.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 1 • FINAL PROJECT
Make the Ordinary Worth Seeing
LEARNING TARGET
Choose an ordinary subject and show why it deserves attention.
YOUR FINAL PHOTOGRAPHY PROJECT
Choose a subject you want others to notice.
Take several photos, changing your position or framing.
Choose one image that best communicates your intention.
Submit one selected photograph and the four-question reflection.
SUCCESS: A clear visual intention and thoughtful framing.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • UNIT OVERVIEW
Unit 2 — The Frame
LEARNING TARGET
I can explore how the frame shapes what a photograph communicates.
OUR BIG QUESTION
What can this composition idea help a viewer notice?
Explore examples. Practice with your camera.
Make one intentional photograph and explain your choices.
UNIT GOAL: Use composition to make an intentional photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • DAY 1 • TEACH
What Is The Frame?
LEARNING TARGET
I can explain the main idea of the frame.
WRITE THESE IDEAS
Composition — how visual elements are arranged.
The Frame — the composition tool we are studying.
A photographer chooses what viewers notice.
BEFORE YOU LEAVE: Explain the unit idea in your own words.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • DAY 2 • TEACH
See It in Photographs
LEARNING TARGET
I can identify the frame in a photograph.
LOOK • NOTICE • WRITE
Look for examples of the frame in photographs.
Name the subject and what you notice first.
Point to the visual evidence that supports your answer.
BEFORE YOU LEAVE: Point out one intentional visual choice.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • DAY 3 • UNDERSTAND
Compare Two Photographs
LEARNING TARGET
I can compare how photographers use the frame.
LOOK • DISCUSS • EXPLAIN
Look at two photographs with different choices.
What do you notice first in each?
How does the arrangement change your experience?
BEFORE YOU LEAVE: Support one comparison with evidence.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • DAY 4 • UNDERSTAND
Explain What Works
LEARNING TARGET
I can explain why a composition choice affects the viewer.
WRITE THESE IDEAS
Describe what is visible before giving an opinion.
Explain where the viewer looks first and why.
Use evidence: placement, line, space, light, or contrast.
BEFORE YOU LEAVE: Replace “I like it” with a visual reason.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • DAY 5 • PREPARE
Choose a Subject
LEARNING TARGET
I can plan a photograph using the frame.
THINK • CHOOSE • PLAN
Choose a subject with a busy setting.
Write: “I want viewers to notice ___.”
Sketch or describe one way to use the frame.
BEFORE YOU LEAVE: Tell your teacher your intention.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • DAY 6 • PREPARE
Plan More Than One Way
LEARNING TARGET
I can predict how changing composition may change my photo.
SKETCH • TEST • DECIDE
Photograph it with at least three different frames.
Predict what each version will emphasize.
Choose one idea to test first.
BEFORE YOU LEAVE: Describe your plan before shooting.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • DAY 7 • CREATE
Make Your First Photographs
LEARNING TARGET
I can apply the frame when taking photographs.
CAMERA CHALLENGE
Photograph it with at least three different frames.
Take several versions; change one visual choice at a time.
Look at your results before choosing.
BEFORE YOU LEAVE: Identify your strongest attempt so far.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • DAY 8 • CREATE
Review and Improve
LEARNING TARGET
I can revise a photograph using visual evidence.
LOOK • ADJUST • RETAKE
Find one choice that works in your photographs.
Find one distraction or missed opportunity.
Retake a photograph with one purposeful change.
BEFORE YOU LEAVE: Explain what you changed and why.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • DAY 9 • CREATE
Select Your Best Photograph
LEARNING TARGET
I can choose a photograph that shows the frame.
WRITE THESE SELECTION RULES
A strong image has a clear reason for being taken.
Intentional inclusion and exclusion of visual information matters more than taking many photos.
Select the image that best supports your intention.
BEFORE YOU LEAVE: Select one final photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • DAY 10 • SHARE
Show, Explain, Reflect
LEARNING TARGET
I can explain my choices and consider improvements.
USE OUR FOUR REFLECTION QUESTIONS
1. What made you take this photograph?
2. What composition choices did you make?
3. How did those choices affect what we see or understand?
4. What would you keep or change, and why?
BEFORE YOU LEAVE: Submit your photo and reflection.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 2 • FINAL PROJECT
Inside and Outside the Frame
LEARNING TARGET
Use framing to direct attention toward your subject.
YOUR FINAL PHOTOGRAPHY PROJECT
Choose a subject with a busy setting.
Photograph it with at least three different frames.
Select the frame that makes the subject clearest.
Submit one selected photograph and the four-question reflection.
SUCCESS: Intentional inclusion and exclusion of visual information.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • UNIT OVERVIEW
Unit 3 — Placement & Visual Balance
LEARNING TARGET
I can explore how placement & visual balance shapes what a photograph communicates.
OUR BIG QUESTION
What can this composition idea help a viewer notice?
Explore examples. Practice with your camera.
Make one intentional photograph and explain your choices.
UNIT GOAL: Use composition to make an intentional photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • DAY 1 • TEACH
What Is Placement & Visual Balance?
LEARNING TARGET
I can explain the main idea of placement & visual balance.
WRITE THESE IDEAS
Composition — how visual elements are arranged.
Placement & Visual Balance — the composition tool we are studying.
A photographer chooses what viewers notice.
BEFORE YOU LEAVE: Explain the unit idea in your own words.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • DAY 2 • TEACH
See It in Photographs
LEARNING TARGET
I can identify placement & visual balance in a photograph.
LOOK • NOTICE • WRITE
Look for examples of placement & visual balance in photographs.
Name the subject and what you notice first.
Point to the visual evidence that supports your answer.
BEFORE YOU LEAVE: Point out one intentional visual choice.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • DAY 3 • UNDERSTAND
Compare Two Photographs
LEARNING TARGET
I can compare how photographers use placement & visual balance.
LOOK • DISCUSS • EXPLAIN
Look at two photographs with different choices.
What do you notice first in each?
How does the arrangement change your experience?
BEFORE YOU LEAVE: Support one comparison with evidence.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • DAY 4 • UNDERSTAND
Explain What Works
LEARNING TARGET
I can explain why a composition choice affects the viewer.
WRITE THESE IDEAS
Describe what is visible before giving an opinion.
Explain where the viewer looks first and why.
Use evidence: placement, line, space, light, or contrast.
BEFORE YOU LEAVE: Replace “I like it” with a visual reason.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • DAY 5 • PREPARE
Choose a Subject
LEARNING TARGET
I can plan a photograph using placement & visual balance.
THINK • CHOOSE • PLAN
Find a scene with two or more visible elements.
Write: “I want viewers to notice ___.”
Sketch or describe one way to use placement & visual balance.
BEFORE YOU LEAVE: Tell your teacher your intention.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • DAY 6 • PREPARE
Plan More Than One Way
LEARNING TARGET
I can predict how changing composition may change my photo.
SKETCH • TEST • DECIDE
Try centered, off-center, and intentionally uneven placements.
Predict what each version will emphasize.
Choose one idea to test first.
BEFORE YOU LEAVE: Describe your plan before shooting.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • DAY 7 • CREATE
Make Your First Photographs
LEARNING TARGET
I can apply placement & visual balance when taking photographs.
CAMERA CHALLENGE
Try centered, off-center, and intentionally uneven placements.
Take several versions; change one visual choice at a time.
Look at your results before choosing.
BEFORE YOU LEAVE: Identify your strongest attempt so far.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • DAY 8 • CREATE
Review and Improve
LEARNING TARGET
I can revise a photograph using visual evidence.
LOOK • ADJUST • RETAKE
Find one choice that works in your photographs.
Find one distraction or missed opportunity.
Retake a photograph with one purposeful change.
BEFORE YOU LEAVE: Explain what you changed and why.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • DAY 9 • CREATE
Select Your Best Photograph
LEARNING TARGET
I can choose a photograph that shows placement & visual balance.
WRITE THESE SELECTION RULES
A strong image has a clear reason for being taken.
Subject placement and distribution of visual attention matters more than taking many photos.
Select the image that best supports your intention.
BEFORE YOU LEAVE: Select one final photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • DAY 10 • SHARE
Show, Explain, Reflect
LEARNING TARGET
I can explain my choices and consider improvements.
USE OUR FOUR REFLECTION QUESTIONS
1. What made you take this photograph?
2. What composition choices did you make?
3. How did those choices affect what we see or understand?
4. What would you keep or change, and why?
BEFORE YOU LEAVE: Submit your photo and reflection.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 3 • FINAL PROJECT
Balance Without Centering
LEARNING TARGET
Arrange a subject and surrounding elements to create visual balance.
YOUR FINAL PHOTOGRAPHY PROJECT
Find a scene with two or more visible elements.
Try centered, off-center, and intentionally uneven placements.
Choose the arrangement that best supports your idea.
Submit one selected photograph and the four-question reflection.
SUCCESS: Subject placement and distribution of visual attention.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • UNIT OVERVIEW
Unit 4 — Line, Shape & Pattern
LEARNING TARGET
I can explore how line, shape & pattern shapes what a photograph communicates.
OUR BIG QUESTION
What can this composition idea help a viewer notice?
Explore examples. Practice with your camera.
Make one intentional photograph and explain your choices.
UNIT GOAL: Use composition to make an intentional photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • DAY 1 • TEACH
What Is Line, Shape & Pattern?
LEARNING TARGET
I can explain the main idea of line, shape & pattern.
WRITE THESE IDEAS
Composition — how visual elements are arranged.
Line, Shape & Pattern — the composition tool we are studying.
A photographer chooses what viewers notice.
BEFORE YOU LEAVE: Explain the unit idea in your own words.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • DAY 2 • TEACH
See It in Photographs
LEARNING TARGET
I can identify line, shape & pattern in a photograph.
LOOK • NOTICE • WRITE
Look for examples of line, shape & pattern in photographs.
Name the subject and what you notice first.
Point to the visual evidence that supports your answer.
BEFORE YOU LEAVE: Point out one intentional visual choice.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • DAY 3 • UNDERSTAND
Compare Two Photographs
LEARNING TARGET
I can compare how photographers use line, shape & pattern.
LOOK • DISCUSS • EXPLAIN
Look at two photographs with different choices.
What do you notice first in each?
How does the arrangement change your experience?
BEFORE YOU LEAVE: Support one comparison with evidence.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • DAY 4 • UNDERSTAND
Explain What Works
LEARNING TARGET
I can explain why a composition choice affects the viewer.
WRITE THESE IDEAS
Describe what is visible before giving an opinion.
Explain where the viewer looks first and why.
Use evidence: placement, line, space, light, or contrast.
BEFORE YOU LEAVE: Replace “I like it” with a visual reason.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • DAY 5 • PREPARE
Choose a Subject
LEARNING TARGET
I can plan a photograph using line, shape & pattern.
THINK • CHOOSE • PLAN
Find a place with strong lines, shapes, or repetition.
Write: “I want viewers to notice ___.”
Sketch or describe one way to use line, shape & pattern.
BEFORE YOU LEAVE: Tell your teacher your intention.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • DAY 6 • PREPARE
Plan More Than One Way
LEARNING TARGET
I can predict how changing composition may change my photo.
SKETCH • TEST • DECIDE
Photograph it from different viewpoints.
Predict what each version will emphasize.
Choose one idea to test first.
BEFORE YOU LEAVE: Describe your plan before shooting.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • DAY 7 • CREATE
Make Your First Photographs
LEARNING TARGET
I can apply line, shape & pattern when taking photographs.
CAMERA CHALLENGE
Photograph it from different viewpoints.
Take several versions; change one visual choice at a time.
Look at your results before choosing.
BEFORE YOU LEAVE: Identify your strongest attempt so far.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • DAY 8 • CREATE
Review and Improve
LEARNING TARGET
I can revise a photograph using visual evidence.
LOOK • ADJUST • RETAKE
Find one choice that works in your photographs.
Find one distraction or missed opportunity.
Retake a photograph with one purposeful change.
BEFORE YOU LEAVE: Explain what you changed and why.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • DAY 9 • CREATE
Select Your Best Photograph
LEARNING TARGET
I can choose a photograph that shows line, shape & pattern.
WRITE THESE SELECTION RULES
A strong image has a clear reason for being taken.
A deliberate visual path through the photograph matters more than taking many photos.
Select the image that best supports your intention.
BEFORE YOU LEAVE: Select one final photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • DAY 10 • SHARE
Show, Explain, Reflect
LEARNING TARGET
I can explain my choices and consider improvements.
USE OUR FOUR REFLECTION QUESTIONS
1. What made you take this photograph?
2. What composition choices did you make?
3. How did those choices affect what we see or understand?
4. What would you keep or change, and why?
BEFORE YOU LEAVE: Submit your photo and reflection.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 4 • FINAL PROJECT
Follow the Visual Path
LEARNING TARGET
Use line, shape, or repeated patterns to guide the viewer.
YOUR FINAL PHOTOGRAPHY PROJECT
Find a place with strong lines, shapes, or repetition.
Photograph it from different viewpoints.
Select an image where the eye follows a clear visual path.
Submit one selected photograph and the four-question reflection.
SUCCESS: A deliberate visual path through the photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • UNIT OVERVIEW
Unit 5 — Point of View / Perspective
LEARNING TARGET
I can explore how point of view shapes what a photograph communicates.
OUR BIG QUESTION
What can this composition idea help a viewer notice?
Explore examples. Practice with your camera.
Make one intentional photograph and explain your choices.
UNIT GOAL: Use composition to make an intentional photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • DAY 1 • TEACH
What Is Point of View?
LEARNING TARGET
I can explain the main idea of point of view.
WRITE THESE IDEAS
Composition — how visual elements are arranged.
Point of View — the composition tool a photographer chooses- what viewers notice.
BEFORE YOU LEAVE: Explain the unit idea in your own words.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • DAY 2 • TEACH
See It in Photographs
LEARNING TARGET
I can identify point of view in a photograph.
LOOK • NOTICE • WRITE
Look for examples of point of view in photographs.
Name the subject and what you notice first.
Point to the visual evidence that supports your answer.
BEFORE YOU LEAVE: Point out one intentional visual choice.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • DAY 3 • UNDERSTAND
Compare Two Photographs
LEARNING TARGET
I can compare how photographers use point of view.
LOOK • DISCUSS • EXPLAIN
Look at two photographs with different choices.
What do you notice first in each?
How does the arrangement change your experience?
BEFORE YOU LEAVE: Support one comparison with evidence.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • DAY 4 • UNDERSTAND
Explain What Works
LEARNING TARGET
I can explain why a composition choice affects the viewer.
WRITE THESE IDEAS
Describe what is visible before giving an opinion.
Explain where the viewer looks first and why.
Use evidence: placement, line, space, light, or contrast.
BEFORE YOU LEAVE: Replace “I like it” with a visual reason.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • DAY 5 • PREPARE
Choose a Subject
LEARNING TARGET
I can plan a photograph using point of view.
THINK • CHOOSE • PLAN
Choose a subject you can safely photograph from different positions.
Write: “I want viewers to notice ___.”
Sketch or describe one way to use point of view.
BEFORE YOU LEAVE: Tell your teacher your intention.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • DAY 6 • PREPARE
Plan More Than One Way
LEARNING TARGET
I can predict how changing composition may change my photo.
SKETCH • TEST • DECIDE
Try eye level, low, high, and close views where safe.
Predict what each version will emphasize.
Choose one idea to test first.
BEFORE YOU LEAVE: Describe your plan before shooting.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • DAY 7 • CREATE
Make Your First Photographs
LEARNING TARGET
I can apply point of view when taking photographs.
CAMERA CHALLENGE
Try eye level, low, high, and close views where safe.
Take several versions; change one visual choice at a time.
Look at your results before choosing.
BEFORE YOU LEAVE: Identify your strongest attempt so far.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • DAY 8 • CREATE
Review and Improve
LEARNING TARGET
I can revise a photograph using visual evidence.
LOOK • ADJUST • RETAKE
Find one choice that works in your photographs.
Find one distraction or missed opportunity.
Retake a photograph with one purposeful change.
BEFORE YOU LEAVE: Explain what you changed and why.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • DAY 9 • CREATE
Select Your Best Photograph
LEARNING TARGET
I can choose a photograph that shows point of view.
WRITE THESE SELECTION RULES
A strong image has a clear reason for being taken.
A purposeful camera angle or viewpoint matters more than taking many photos.
Select the image that best supports your intention.
BEFORE YOU LEAVE: Select one final photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • DAY 10 • SHARE
Show, Explain, Reflect
LEARNING TARGET
I can explain my choices and consider improvements.
USE OUR FOUR REFLECTION QUESTIONS
1. What made you take this photograph?
2. What composition choices did you make?
3. How did those choices affect what we see or understand?
4. What would you keep or change, and why?
BEFORE YOU LEAVE: Submit your photo and reflection.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 5 • FINAL PROJECT
Change Your Point of View
LEARNING TARGET
Show how camera position changes the meaning of a subject.
YOUR FINAL PHOTOGRAPHY PROJECT
Choose a subject you can safely photograph from different positions.
Try eye level, low, high, and close views where safe.
Select the view that communicates your idea best.
Submit one selected photograph and the four-question reflection.
SUCCESS: A purposeful camera angle or viewpoint.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • UNIT OVERVIEW
Unit 6 — Depth & Space
LEARNING TARGET
I can explore how depth & space shapes what a photograph communicates.
OUR BIG QUESTION
What can this composition idea help a viewer notice?
Explore examples. Practice with your camera.
Make one intentional photograph and explain your choices.
UNIT GOAL: Use composition to make an intentional photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • DAY 1 • TEACH
What Is Depth & Space?
LEARNING TARGET
I can explain the main idea of depth & space.
WRITE THESE IDEAS
Depth: Is a compotinal tool the can create a feeling of distance in a photograph, making objects appear near or far.
Space: The area around, between, or within objects in a photograph. It can be filled or left empty to create visual interest.
A photographer chooses what viewers notice.
BEFORE YOU LEAVE: Explain the unit idea in your own words.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • DAY 2 • TEACH
See It in Photographs
LEARNING TARGET
I can identify depth & space in a photograph.
LOOK • NOTICE • WRITE
Look for examples of depth & space in photographs.
Name the subject and what you notice first.
Point to the visual evidence that supports your answer.
BEFORE YOU LEAVE: Point out one intentional visual choice.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • DAY 3 • UNDERSTAND
Compare Two Photographs
LEARNING TARGET
I can compare how photographers use depth & space.
LOOK • DISCUSS • EXPLAIN
Look at two photographs with different choices.
What do you notice first in each?
How does the arrangement change your experience?
BEFORE YOU LEAVE: Support one comparison with evidence.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • DAY 4 • UNDERSTAND
Explain What Works
LEARNING TARGET
I can explain why a composition choice affects the viewer.
WRITE THESE IDEAS
Describe what is visible before giving an opinion.
Explain where the viewer looks first and why.
Use evidence: placement, line, space, light, or contrast.
BEFORE YOU LEAVE: Replace “I like it” with a visual reason.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • DAY 5 • PREPARE
Choose a Subject
LEARNING TARGET
I can plan a photograph using depth & space.
THINK • CHOOSE • PLAN
Find a location with elements at different distances.
Write: “I want viewers to notice ___.”
Sketch or describe one way to use depth & space.
BEFORE YOU LEAVE: Tell your teacher your intention.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • DAY 6 • PREPARE
Plan More Than One Way
LEARNING TARGET
I can predict how changing composition may change my photo.
SKETCH • TEST • DECIDE
Experiment with position and overlap.
Predict what each version will emphasize.
Choose one idea to test first.
BEFORE YOU LEAVE: Describe your plan before shooting.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • DAY 7 • CREATE
Make Your First Photographs
LEARNING TARGET
I can apply depth & space when taking photographs.
CAMERA CHALLENGE
Experiment with position and overlap.
Take several versions; change one visual choice at a time.
Look at your results before choosing.
BEFORE YOU LEAVE: Identify your strongest attempt so far.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • DAY 8 • CREATE
Review and Improve
LEARNING TARGET
I can revise a photograph using visual evidence.
LOOK • ADJUST • RETAKE
Find one choice that works in your photographs.
Find one distraction or missed opportunity.
Retake a photograph with one purposeful change.
BEFORE YOU LEAVE: Explain what you changed and why.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • DAY 9 • CREATE
Select Your Best Photograph
LEARNING TARGET
I can choose a photograph that shows depth & space.
WRITE THESE SELECTION RULES
A strong image has a clear reason for being taken.
Clear foreground, middle ground, or background relationships matters more than taking many photos.
Select the image that best supports your intention.
BEFORE YOU LEAVE: Select one final photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • DAY 10 • SHARE
Show, Explain, Reflect
LEARNING TARGET
I can explain my choices and consider improvements.
USE OUR FOUR REFLECTION QUESTIONS
1. What made you take this photograph?
2. What composition choices did you make?
3. How did those choices affect what we see or understand?
4. What would you keep or change, and why?
BEFORE YOU LEAVE: Submit your photo and reflection.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 6 • FINAL PROJECT
A Photograph With Depth
LEARNING TARGET
Create a sense of near and far in a two-dimensional image.
YOUR FINAL PHOTOGRAPHY PROJECT
Find a location with elements at different distances.
Experiment with position and overlap.
Choose a photograph that helps viewers feel the space.
Submit one selected photograph and the four-question reflection.
SUCCESS: Clear foreground, middle ground, or background relationships.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • UNIT OVERVIEW
Unit 7 — Light as Composition
LEARNING TARGET
I can explore how light as composition shapes what a photograph communicates.
OUR BIG QUESTION
What can this composition idea help a viewer notice?
Explore examples. Practice with your camera.
Make one intentional photograph and explain your choices.
UNIT GOAL: Use composition to make an intentional photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • DAY 1 • TEACH
What Is Light as Composition?
LEARNING TARGET
I can explain the main idea of light as composition.
WRITE THESE IDEAS
Composition — how visual elements are arranged.
Light in photography is a tool that reveals shape, creates contrast, guides the viewer's eye through the frame, and sets the mood of an image.
BEFORE YOU LEAVE: Explain the unit idea in your own words.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • DAY 2 • TEACH
See It in Photographs
LEARNING TARGET
I can identify light as composition in a photograph.
LOOK • NOTICE • WRITE
Look for examples of light as composition in photographs.
Name the subject and what you notice first.
Point to the visual evidence that supports your answer.
BEFORE YOU LEAVE: Point out one intentional visual choice.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • DAY 3 • UNDERSTAND
Compare Two Photographs
LEARNING TARGET
I can compare how photographers use light as composition.
LOOK • DISCUSS • EXPLAIN
Look at two photographs with different choices.
What do you notice first in each?
How does the arrangement change your experience?
BEFORE YOU LEAVE: Support one comparison with evidence.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • DAY 4 • UNDERSTAND
Explain What Works
LEARNING TARGET
I can explain why a composition choice affects the viewer.
WRITE THESE IDEAS
Describe what is visible before giving an opinion.
Explain where the viewer looks first and why.
Use evidence: placement, line, space, light, or contrast.
BEFORE YOU LEAVE: Replace “I like it” with a visual reason.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • DAY 5 • PREPARE
Choose a Subject
LEARNING TARGET
I can plan a photograph using light as composition.
THINK • CHOOSE • PLAN
Find a subject affected by natural or indoor light.
Write: “I want viewers to notice ___.”
Sketch or describe one way to use light as composition.
BEFORE YOU LEAVE: Tell your teacher your intention.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • DAY 6 • PREPARE
Plan More Than One Way
LEARNING TARGET
I can predict how changing composition may change my photo.
SKETCH • TEST • DECIDE
Take photos under two different lighting conditions or positions.
Predict what each version will emphasize.
Choose one idea to test first.
BEFORE YOU LEAVE: Describe your plan before shooting.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • DAY 7 • CREATE
Make Your First Photographs
LEARNING TARGET
I can apply light as composition when taking photographs.
CAMERA CHALLENGE
Take photos under two different lighting conditions or positions.
Take several versions; change one visual choice at a time.
Look at your results before choosing.
BEFORE YOU LEAVE: Identify your strongest attempt so far.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • DAY 8 • CREATE
Review and Improve
LEARNING TARGET
I can revise a photograph using visual evidence.
LOOK • ADJUST • RETAKE
Find one choice that works in your photographs.
Find one distraction or missed opportunity.
Retake a photograph with one purposeful change.
BEFORE YOU LEAVE: Explain what you changed and why.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • DAY 9 • CREATE
Select Your Best Photograph
LEARNING TARGET
I can choose a photograph that shows light as composition.
WRITE THESE SELECTION RULES
A strong image has a clear reason for being taken.
Light direction, contrast, and the visibility of the subject matters more than taking many photos.
Select the image that best supports your intention.
BEFORE YOU LEAVE: Select one final photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • DAY 10 • SHARE
Show, Explain, Reflect
LEARNING TARGET
I can explain my choices and consider improvements.
USE OUR FOUR REFLECTION QUESTIONS
1. What made you take this photograph?
2. What composition choices did you make?
3. How did those choices affect what we see or understand?
4. What would you keep or change, and why?
BEFORE YOU LEAVE: Submit your photo and reflection.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 7 • FINAL PROJECT
Let the Light Lead
LEARNING TARGET
Use available light and shadow to shape attention.
YOUR FINAL PHOTOGRAPHY PROJECT
Find a subject affected by natural or indoor light.
Take photos under two different lighting conditions or positions.
Choose the image where light best supports your intention.
Submit one selected photograph and the four-question reflection.
SUCCESS: Light direction, contrast, and the visibility of the subject.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • UNIT OVERVIEW
Unit 8 — Visual Emphasis & Movement
LEARNING TARGET
I can explore how visual emphasis & movement shapes what a photograph communicates.
OUR BIG QUESTION
What can this composition idea help a viewer notice?
Explore examples. Practice with your camera.
Make one intentional photograph and explain your choices.
UNIT GOAL: Use composition to make an intentional photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • DAY 1 • TEACH
What Is Visual Emphasis & Movement?
LEARNING TARGET
I can explain the main idea of visual emphasis & movement.
WRITE THESE IDEAS
Composition — how visual elements are arranged.
Visual Emphasis & Movement — the composition tool we are studying.
A photographer chooses what viewers notice.
BEFORE YOU LEAVE: Explain the unit idea in your own words.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • DAY 2 • TEACH
See It in Photographs
LEARNING TARGET
I can identify visual emphasis & movement in a photograph.
LOOK • NOTICE • WRITE
Look for examples of visual emphasis & movement in photographs.
Name the subject and what you notice first.
Point to the visual evidence that supports your answer.
BEFORE YOU LEAVE: Point out one intentional visual choice.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • DAY 3 • UNDERSTAND
Compare Two Photographs
LEARNING TARGET
I can compare how photographers use visual emphasis & movement.
LOOK • DISCUSS • EXPLAIN
Look at two photographs with different choices.
What do you notice first in each?
How does the arrangement change your experience?
BEFORE YOU LEAVE: Support one comparison with evidence.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • DAY 4 • UNDERSTAND
Explain What Works
LEARNING TARGET
I can explain why a composition choice affects the viewer.
WRITE THESE IDEAS
Describe what is visible before giving an opinion.
Explain where the viewer looks first and why.
Use evidence: placement, line, space, light, or contrast.
BEFORE YOU LEAVE: Replace “I like it” with a visual reason.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • DAY 5 • PREPARE
Choose a Subject
LEARNING TARGET
I can plan a photograph using visual emphasis & movement.
THINK • CHOOSE • PLAN
Choose a scene with a clear focal point.
Write: “I want viewers to notice ___.”
Sketch or describe one way to use visual emphasis & movement.
BEFORE YOU LEAVE: Tell your teacher your intention.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • DAY 6 • PREPARE
Plan More Than One Way
LEARNING TARGET
I can predict how changing composition may change my photo.
SKETCH • TEST • DECIDE
Use placement, contrast, line, or repetition to guide attention.
Predict what each version will emphasize.
Choose one idea to test first.
BEFORE YOU LEAVE: Describe your plan before shooting.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • DAY 7 • CREATE
Make Your First Photographs
LEARNING TARGET
I can apply visual emphasis & movement when taking photographs.
CAMERA CHALLENGE
Use placement, contrast, line, or repetition to guide attention.
Take several versions; change one visual choice at a time.
Look at your results before choosing.
BEFORE YOU LEAVE: Identify your strongest attempt so far.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • DAY 8 • CREATE
Review and Improve
LEARNING TARGET
I can revise a photograph using visual evidence.
LOOK • ADJUST • RETAKE
Find one choice that works in your photographs.
Find one distraction or missed opportunity.
Retake a photograph with one purposeful change.
BEFORE YOU LEAVE: Explain what you changed and why.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • DAY 9 • CREATE
Select Your Best Photograph
LEARNING TARGET
I can choose a photograph that shows visual emphasis & movement.
WRITE THESE SELECTION RULES
A strong image has a clear reason for being taken.
Emphasis and a deliberate path for the eye matters more than taking many photos.
Select the image that best supports your intention.
BEFORE YOU LEAVE: Select one final photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • DAY 10 • SHARE
Show, Explain, Reflect
LEARNING TARGET
I can explain my choices and consider improvements.
USE OUR FOUR REFLECTION QUESTIONS
1. What made you take this photograph?
2. What composition choices did you make?
3. How did those choices affect what we see or understand?
4. What would you keep or change, and why?
BEFORE YOU LEAVE: Submit your photo and reflection.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 8 • FINAL PROJECT
Where Does the Eye Go?
LEARNING TARGET
Guide the viewer to a focal point and through the image.
YOUR FINAL PHOTOGRAPHY PROJECT
Choose a scene with a clear focal point.
Use placement, contrast, line, or repetition to guide attention.
Choose the image that leads the eye as intended.
Submit one selected photograph and the four-question reflection.
SUCCESS: Emphasis and a deliberate path for the eye.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • UNIT OVERVIEW
Unit 9 — Composition as Communication
LEARNING TARGET
I can explore how composition as communication shapes what a photograph communicates.
OUR BIG QUESTION
What can this composition idea help a viewer notice?
Explore examples. Practice with your camera.
Make one intentional photograph and explain your choices.
UNIT GOAL: Use composition to make an intentional photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • DAY 1 • TEACH
What Is Composition as Communication?
LEARNING TARGET
I can explain the main idea of composition as communication.
WRITE THESE IDEAS
Composition — how visual elements are arranged.
Composition as Communication — the composition tool we are studying.
A photographer chooses what viewers notice.
BEFORE YOU LEAVE: Explain the unit idea in your own words.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • DAY 2 • TEACH
See It in Photographs
LEARNING TARGET
I can identify composition as communication in a photograph.
LOOK • NOTICE • WRITE
Look for examples of composition as communication in photographs.
Name the subject and what you notice first.
Point to the visual evidence that supports your answer.
BEFORE YOU LEAVE: Point out one intentional visual choice.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • DAY 3 • UNDERSTAND
Compare Two Photographs
LEARNING TARGET
I can compare how photographers use composition as communication.
LOOK • DISCUSS • EXPLAIN
Look at two photographs with different choices.
What do you notice first in each?
How does the arrangement change your experience?
BEFORE YOU LEAVE: Support one comparison with evidence.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • DAY 4 • UNDERSTAND
Explain What Works
LEARNING TARGET
I can explain why a composition choice affects the viewer.
WRITE THESE IDEAS
Describe what is visible before giving an opinion.
Explain where the viewer looks first and why.
Use evidence: placement, line, space, light, or contrast.
BEFORE YOU LEAVE: Replace “I like it” with a visual reason.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • DAY 5 • PREPARE
Choose a Subject
LEARNING TARGET
I can plan a photograph using composition as communication.
THINK • CHOOSE • PLAN
Choose an idea, feeling, or observation you want to communicate.
Write: “I want viewers to notice ___.”
Sketch or describe one way to use composition as communication.
BEFORE YOU LEAVE: Tell your teacher your intention.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • DAY 6 • PREPARE
Plan More Than One Way
LEARNING TARGET
I can predict how changing composition may change my photo.
SKETCH • TEST • DECIDE
Plan two possible compositions before photographing.
Predict what each version will emphasize.
Choose one idea to test first.
BEFORE YOU LEAVE: Describe your plan before shooting.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • DAY 7 • CREATE
Make Your First Photographs
LEARNING TARGET
I can apply composition as communication when taking photographs.
CAMERA CHALLENGE
Plan two possible compositions before photographing.
Take several versions; change one visual choice at a time.
Look at your results before choosing.
BEFORE YOU LEAVE: Identify your strongest attempt so far.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • DAY 8 • CREATE
Review and Improve
LEARNING TARGET
I can revise a photograph using visual evidence.
LOOK • ADJUST • RETAKE
Find one choice that works in your photographs.
Find one distraction or missed opportunity.
Retake a photograph with one purposeful change.
BEFORE YOU LEAVE: Explain what you changed and why.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • DAY 9 • CREATE
Select Your Best Photograph
LEARNING TARGET
I can choose a photograph that shows composition as communication.
WRITE THESE SELECTION RULES
A strong image has a clear reason for being taken.
Visual choices that support a specific message matters more than taking many photos.
Select the image that best supports your intention.
BEFORE YOU LEAVE: Select one final photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • DAY 10 • SHARE
Show, Explain, Reflect
LEARNING TARGET
I can explain my choices and consider improvements.
USE OUR FOUR REFLECTION QUESTIONS
1. What made you take this photograph?
2. What composition choices did you make?
3. How did those choices affect what we see or understand?
4. What would you keep or change, and why?
BEFORE YOU LEAVE: Submit your photo and reflection.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 9 • FINAL PROJECT
Show an Idea Without Words
LEARNING TARGET
Use composition to communicate a feeling, idea, or observation.
YOUR FINAL PHOTOGRAPHY PROJECT
Choose an idea, feeling, or observation you want to communicate.
Plan two possible compositions before photographing.
Choose the image that best communicates your idea.
Submit one selected photograph and the four-question reflection.
SUCCESS: Visual choices that support a specific message.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • UNIT OVERVIEW
Unit 10 — Personal Photographic Voice
LEARNING TARGET
I can explore how personal photographic voice shapes what a photograph communicates.
OUR BIG QUESTION
What can this composition idea help a viewer notice?
Explore examples. Practice with your camera.
Make one intentional photograph and explain your choices.
UNIT GOAL: Use composition to make an intentional photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • DAY 1 • TEACH
What Is Personal Photographic Voice?
LEARNING TARGET
I can explain the main idea of personal photographic voice.
WRITE THESE IDEAS
Composition — how visual elements are arranged.
Personal Photographic Voice — the composition tool we are studying.
A photographer chooses what viewers notice.
BEFORE YOU LEAVE: Explain the unit idea in your own words.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • DAY 2 • TEACH
See It in Photographs
LEARNING TARGET
I can identify personal photographic voice in a photograph.
LOOK • NOTICE • WRITE
Look for examples of personal photographic voice in photographs.
Name the subject and what you notice first.
Point to the visual evidence that supports your answer.
BEFORE YOU LEAVE: Point out one intentional visual choice.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • DAY 3 • UNDERSTAND
Compare Two Photographs
LEARNING TARGET
I can compare how photographers use personal photographic voice.
LOOK • DISCUSS • EXPLAIN
Look at two photographs with different choices.
What do you notice first in each?
How does the arrangement change your experience?
BEFORE YOU LEAVE: Support one comparison with evidence.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • DAY 4 • UNDERSTAND
Explain What Works
LEARNING TARGET
I can explain why a composition choice affects the viewer.
WRITE THESE IDEAS
Describe what is visible before giving an opinion.
Explain where the viewer looks first and why.
Use evidence: placement, line, space, light, or contrast.
BEFORE YOU LEAVE: Replace “I like it” with a visual reason.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • DAY 5 • PREPARE
Choose a Subject
LEARNING TARGET
I can plan a photograph using personal photographic voice.
THINK • CHOOSE • PLAN
Choose a subject or idea that matters to you.
Write: “I want viewers to notice ___.”
Sketch or describe one way to use personal photographic voice.
BEFORE YOU LEAVE: Tell your teacher your intention.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • DAY 6 • PREPARE
Plan More Than One Way
LEARNING TARGET
I can predict how changing composition may change my photo.
SKETCH • TEST • DECIDE
Plan, photograph, review, and revise independently.
Predict what each version will emphasize.
Choose one idea to test first.
BEFORE YOU LEAVE: Describe your plan before shooting.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • DAY 7 • CREATE
Make Your First Photographs
LEARNING TARGET
I can apply personal photographic voice when taking photographs.
CAMERA CHALLENGE
Plan, photograph, review, and revise independently.
Take several versions; change one visual choice at a time.
Look at your results before choosing.
BEFORE YOU LEAVE: Identify your strongest attempt so far.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • DAY 8 • CREATE
Review and Improve
LEARNING TARGET
I can revise a photograph using visual evidence.
LOOK • ADJUST • RETAKE
Find one choice that works in your photographs.
Find one distraction or missed opportunity.
Retake a photograph with one purposeful change.
BEFORE YOU LEAVE: Explain what you changed and why.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • DAY 9 • CREATE
Select Your Best Photograph
LEARNING TARGET
I can choose a photograph that shows personal photographic voice.
WRITE THESE SELECTION RULES
A strong image has a clear reason for being taken.
Independent visual choices and a personal intention matters more than taking many photos.
Select the image that best supports your intention.
BEFORE YOU LEAVE: Select one final photograph.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • DAY 10 • SHARE
Show, Explain, Reflect
LEARNING TARGET
I can explain my choices and consider improvements.
USE OUR FOUR REFLECTION QUESTIONS
1. What made you take this photograph?
2. What composition choices did you make?
3. How did those choices affect what we see or understand?
4. What would you keep or change, and why?
BEFORE YOU LEAVE: Submit your photo and reflection.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE
UNIT 10 • FINAL PROJECT
A Photograph Only You Would Make
LEARNING TARGET
Create an intentional photograph that reflects your own interests or viewpoint.
YOUR FINAL PHOTOGRAPHY PROJECT
Choose a subject or idea that matters to you.
Plan, photograph, review, and revise independently.
Select a final photograph and explain why it represents your vision.
Submit one selected photograph and the four-question reflection.
SUCCESS: Independent visual choices and a personal intention.
TEACH → UNDERSTAND → PREPARE → CREATE → SHARE