Cassidy Studtmann

Story Quilt
Unit Overview
Grade Level: 3rd

I. Standards
Standard 1. Observe and Learn to Comprehend
● GLE 1. Investigate works of art and design to recognize how to create meaning with
purpose and intent.
○ EO b. Use the language of visual art and design as a tool to help determine
artistic intent.
○ EO c. Discuss how the use of a material supports or detracts from intended
meaning
Standard 2. Envision and Critique to Reflect
● GLE 1. Demonstrate an understanding of how intent and purpose are informed by
research and experimentation.
○ EO a. Use peer feedback and self-reflection to inform next steps and improve
works of art and design.
● GLE 2. Synthesize ideas about personal works of art and imagine possible next steps.
○ EO b. b. Envision solutions to artmaking problems.
Standard 3. Invent and Discover to Create
● GLE 1. Recognize how works of visual art and design communicate meaning both
within a community and between diverse cultures.
○ EO b. Demonstrate understanding of how experimentation helps develop making
with purpose and intent.
○ EO c. Determine whether a work of art is finished.
Standard 4. Relate and Connect to Transfer
● GLE 1. 1. Observe and discuss how visual art and design are evident in the everyday life
of communities.
○ EO a. Investigate how visual art and design can make connections between
subjects, disciplines or events.

II. Big Idea

Story Quilts

III. Enduring Understandings

● Art is interdisciplinary.
● Art and literacy are connected.
● Art can be used to tell a story and share experiences.
● Many authors use artists to illustrate their books.
IV. Essential Questions
How are art and literacy connected?
How can art be used to tell a story?

V. Objectives
● Students will use visual art as a tool to illustrate a memory.
● Students will use peer feedback to improve their illustrations.
● Students will demonstrate pattern and emphasis by creating a frame that highlights their
work.
● Students will experiment with paper collage to determine the best way to illustrate their
memory.

VI. Content Integration

● Rationale – Students will form a connection between art and literacy by learning about
the roles of authors and illustrators. Students will demonstrate this understanding by
becoming the author and illustrator of their own project.
● Literacy
○ Read “Tar Beach” by Faith Ringgold
○ Class discussion about how art is related to literacy
○ Class discussion about how authors work with artists
○ Demonstrate how art can be used to tell a story
○ Written memory to pair with art
● Disciplinary literacy - subject-specific Tier 3 vocabulary, critical thinking, subject
knowledge and skills within a discipline (art)

VII. Instructional Strategies

● Collaboration
● Differentiated Instruction
○ Account for different models of learning
■ Verbal - oral instruction, ask questions, written instruction, written
brainstorming, class discussion
■ Visual - visual examples of Pop Art, visual examples of student work
■ Kinesthetic - gallery walk to walk around and see other students’ work,
hands on art making
■ Logical - brainstorming, create plan, analyze meaning behind works of art
■ Social - collaborate as tables to help with brainstorming, share
ideas/thoughts during the art making process, work in a shared space
■ Solitary - independent work time
○ Extra time
○ Simplify Steps

VIII. Safety Concerns

 ● Establish a safe environment for group discussions by demonstrating listening skills and
by having clear expected behavior.
● Demonstrate and discuss how to use supplies safely and responsibly.

IX. Visuals/Video

Book to read

Project by Mrs. Studtmann (from the 3rd grade)

Student work:

X. Differentiated Instruction/Possible Accommodations

● Differentiated Instruction
○ Provide visuals
○ Provide written instructions
○ Provide opportunities for discussion
○ Provide opportunities for movement
 ● Possible Accommodations
○ Extended work time
○ Adaptive art supplies
○ Additional visual or audio support
○ Individual support

XI. Assessment
Pre-Assessment:
● How are art and reading/writing connected?
● How might authors work with artists?
● How can artists use art to tell a story?
Formative Assessment:
● Progress checks
○ Brainstorm/Planning
■ Worksheet: Written sentence about a memory + a sketch that illustrates it
○ Work time
■ Responsible/respectful use of supplies
■ Verbal description of why students are picking specific colors/design for
frame (should incorporate ideas of pattern and emphasis)
Summative Assessment:
● Finished piece
○ Demonstrates visual storytelling (written memory and image should connect)