Cassidy Studtmann

Story Quilt
Lesson 1 - Authors and Illustrators
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.

II. Big Idea

Story Quilt

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. Daily Lesson Objectives

● Students will use visual art as a tool to illustrate a memory. Students will use peer
feedback to improve their illustrations.

VI. Activity

Students will complete a worksheet in which they write a memory and illustrate it. They will then
use peer feedback to improve their ideas.

VII. 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)

VIII. Pre-Assessment

● What do authors do? What is the job of an illustrator?

● Complete worksheet

IX. Success Criteria

● Students will draw an image that visually illustrates their written memory

X. Post Assessment
Check worksheets. Students’ sketch and memory should connect.

XI. 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
● Modify lesson based on individual student needs

XII. Visuals
Book to read
Project by Mrs. Studtmann (from the 3rd grade)
Student work:

XIII. Supplies
● Worksheet
● Colored pencils

XIV. 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.

XV. Teaching Procedure

Beginning - Introduction or Anticipatory Set:
Class discussion of how art and reading/writing might be connected.

Motivation:
Studentswill have the opportunity to illustrate their own memory. Students will
become
the author and illustrator of their own project.

Instruction/Demonstration:

● Faith Ringgold presentation, pre-assessment question (what is an author, what is

an illustrator)
● Read Tar Beach by Faith Ringgold
● Show examples of project
 ● Explain worksheet - write sentence and illustrate memory (we will be authors and
illustrators during this project)

Middle - Student Creating Phase

● Work time
○ Show a neighbor just your illustration. Can they guess what the memory
is? What can be adjusted to make the memory more clear?
■ This is the job of an illustrator - they have to base their illustrations
on the story

End - Closure
Give students a 5 minute warning before it’s time to put materials away
● Clean Up
○ Return supplies
○ Turn in worksheets

XVI. Post Lesson Reflection

The worksheet really helped students understand how art can be used as a tool to share
stories. Next time I’d like to give them more time to adjust their drawings after peer feedback.