Lesson Plan
Course Title: Digital and Interactive Media
Session Title: Photo Editing Basics
Lesson Duration: 3 Hours
Performance Objective:
Upon completion of this assignment, the student will have a basic, functional understanding of
how a photo editing program operates and how to use it to alter images, move items, add
layers, make selections, sample colors, and use brushes.
Specific Objectives:
 Students will use photo editing software to make selections, add/remove layers, sample
colors, move items in a layer, and use brushes in a variety of ways.
 Students will understand that photo editing is based on a system of layers.
 Students will understand the use of selections tools and how they affect what happens to
the image/layer.
Preparation
TEKS Correlations: 130.278
• (6D) identify and choose appropriate software applications for specific digital media
types such as photo, graphics, video, audio, and animation editing software
• (6E) differentiate between the color mode selections in determining product output
• (7D) demonstrate photographic enhancement techniques such as feathering, layering,
masking, and color enhancement using appropriate digital manipulation software
• (8B) export and set graphics to be used in both print and digital formats
Instructor/Trainer
References: Content Developer Knowledge
Instructional Aids:
Vocabulary: IT Presentation Basics
Student Files Folder filled with stock images including “water.jpg”, “ducky.tif”, “dog at
beach.jpeg”, and “Palm Tree (CMYK).tif”
Wish List project.doc
Learner
Materials Needed:
Each student will need a copy of the Wish List Assignment sheet and Rubric.
Each student will need access to school-approved image files.
Equipment Needed:
Teacher will need a computer connected to a smart board or projector to allow students to see
IT: Digital and Interactive Media: Photo Editing Plan
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model work and be able to follow along.
Each student will need a computer with the latest version of photo editing software.
Introduction
MI
Introduction (LSI Quadrant I):
The instructor should begin by discussing the purpose and usage of photo editing
software. Students should see examples of before and after photos retouched in the
software. The instructor should emphasize that nearly every photo in any print
publication passes through some sort of photo editing software prior to print. He/she
should also discuss positives and negatives of photo/image creation in the software.
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
1. Photo Editing Basics Overview: The students
will be introduced to the following concepts:
a. Purpose of photo editing software
b. Moving objects
c. Making selections
i. Using marquees/magic
wands/lassos
d. Adding layers
e. Sampling colors
f.
Using brushes
For this lesson, the
teacher will refer to “Photo
Editing Basics Teacher
directions” for directions
on how to complete the
lesson with his/her
students.
Each student will need
access to the stock file
folder, which includes all
of the practice photos for
retouching, prior to
beginning this lesson.
Students should follow
along while using the
same files the teacher
works on during the
lesson.
2. Modifying images to create custom graphics
a. Copying selections into new
layers/projects
b. Using brushes in a variety of ways
c. Adding and subtracting from selections
d. Saving files in a variety of ways
3.
Students complete project
A.
Combine images from a variety of files
IT: Digital and Interactive Media: Photo Editing Plan
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and manage layers properly
B.
Copy portions of images from their
background and include the new
selection in a new project
C.
Use bushes appropriately
D.
Create custom printable images
Application
MI
Guided Practice (LSI Quadrant III):
During the presentation, students will follow along using sample images provided
by the teacher and manipulate various parts of the photograph. The instructor
should hold a refresher or follow-up tutorial to reinforce information. Absent
students may require additional one-on-one tutorials, or they can collaborate with
students around them that were present for clarification and help.
MI
Independent Practice (LSI Quadrant III):
Following the presentation, students will receive the “Wish List” project to complete
on their own. They will use a combination of existing images and personal images
to complete the project, and then they will compare and contrast them against
their classmates.
Summary
MI
Review (LSI Quadrants I and IV):
Students will take all of the introduced information from the lesson and use it to
complete the project. To check for understanding, the instructor may hold a quick
Q&A about the vocabulary and the assignment.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
The instructor will periodically check for understanding during the presentation as
well as allow the students to take time to internalize the information and
personalize the vocabulary into terms they can better understand.
MI
Formal Assessment (LSI Quadrant III, IV):
IT: Digital and Interactive Media: Photo Editing Plan
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Students will complete the “Wish List” project individually to check for
understanding, and the instructor will grade it against the provided rubric. He/she
can also hold a class evaluation and discussion to allow students to compare and
contrast their view against those of their peers.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Students will have a basic understanding of photo editing software and how it can
alter and retouch images. After the conclusion of the lesson, students should able
to use the information to help with the completion of future print and web projects
created in photo editing software. If students finish early, teachers may allow them
to assist others students, or they may formulate ideas in small groups or
individually about other projects that they could use these skill to complete. As the
assignment has a small timeframe for completion, collaborative interaction should
fill any remaining completion time gaps.
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Icon
MI
Verbal/
Linguistic
Logical/
Mathematical
Visual/Spatial
Musical/
Rhythmic
Bodily/
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Teaching Strategies
Personal Development
Strategies
Lecture, discussion, journal
writing, cooperative learning,
word origins
Reading, highlighting, outlining,
teaching others, reciting information
Problem solving, number
games, critical thinking,
classifying and organizing,
Socratic questioning
Mind-mapping, reflective
time, graphic organizers,
color-coding systems,
drawings, designs, video,
DVD, charts, maps
Use music, compose songs
or raps, use musical
language or metaphors
Organizing material logically, explaining
things sequentially, finding patterns,
developing systems, outlining, charting,
graphing, analyzing information
Developing graphic organizers, mindmapping, charting, graphing, organizing
with color, mental imagery (drawing in
the mind’s eye)
Use manipulatives, hand
signals, pantomime, real life
situations, puzzles and board
games, activities, roleplaying, action problems
Reflective teaching,
interviews, reflective listening,
KWL charts
Cooperative learning, roleplaying, group brainstorming,
cross-cultural interactions
Natural objects as
manipulatives and as
background for learning
Socratic questions, real life
situations, global
problems/questions
Creating rhythms out of words, creating
rhythms with instruments, playing an
instrument, putting words to existing
songs
Moving while learning, pacing while
reciting, acting out scripts of material,
designing games, moving fingers under
words while reading
Reflecting on personal meaning of
information, studying in quiet settings,
imagining experiments, visualizing
information, journaling
Studying in a group, discussing
information, using flash cards with
others, teaching others
Connecting with nature, forming study
groups with like minded people
Considering personal relationship to
larger context
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NAME:
DATE:
Photo Editing Wish List Project
Step 1: Please write ten school-appropriate things below that you would like to have if money
didn’t matter.
Step 2: Using photo editing software find an interesting way to bring together all ten items. You
may use text & images in your design. Your design must be 8”x10” (landscape or portrait).
What I’m thankful for….
1. ______________________________
2. _____________________________
3. ______________________________
4. _____________________________
5. ______________________________
6. _____________________________
7. ______________________________
8. _____________________________
9. ______________________________
10. ____________________________
Teacher approval: _______________________________________________ (daily grade)
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Final Product (minor grade)
Description
of Task
Promotion coming!
Steady worker!
Overtime Needed!
Requirements &
Directions
(appropriate)
All requirements included and
directions followed
(33 points)
Some requirements not
included
(28 points)
Did not follow
directions; did not
include all requirements
(23 points)
Skills & Design
Elements
Design Elements clearly
present; utilized 5-6 photo
editing skills learned in class
(33 points)
Some design elements
followed; intermediate photo
editing skills (3-4) used
(28 points)
Creative!
One of a kind design!
Interesting way to connect
elements
(34 points)
Pretty good! Found a good
way to incorporate all
elements
(29 points)
No design elements
followed; low level
photo editing skills
utilized (less than 3
skills)
(23 points)
Needs more work!
Rushed and/or little
effort
(24 points)
Maximum Total
100-86
85-69
70 or below
Your Total
Comments:
______________________________________________________________________________
______________________________________________________________________________
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