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Quilting Literature


Art, Language Arts  


6, 7, 8, 9, 10  

Title – Quilting Literature
By – Mary-Ann Beggs
Primary Subject – Language Arts
Secondary Subjects – Art
Grade Level – 6-10
Goal: To recognize concrete details in a visual medium

Florida Sunshine State Standards:

At the end of the lesson the learner should know:

1. Ten concrete details from the reading that are significant.
2. How to change one genre into another genre.


1. The instructor should bring in example pictures of quilt design.
2. Explain to the students that they will create one original quilt block.
3. If the teacher wanted to work in groups, the group could recreate a quilt design on large paper.
4. This lesson deals with one block: one student.
5. Instruct the students that after creating their quilt block design, they will fill in ten of the available spaces with concrete details found in the reading.
6. Next, show them how a piece of literature can be changed from one genre to another: a poem to an essay; a prose piece to a poem.
7. Explain to them that after creating the quilt block, on the back of the block they are to take their piece of literature and change it into another genre.


1. I chose for my World literature class the poem by Teresa Paloma Acosta “My Mother Pieced Quilts.” This poem is in the McDougal Littell LANGUAGE OF LITERATURE series. Any piece of literature would do, even non-fiction pieces.

2. I show them an example quilt block with concrete words inserted into the various spaces.

3. I flip over the block and show how I took a paragraph from a story and turned it into a ten line poem.

4. I give the students five days to work on the assignment at home.

5. When they bring in their quilt blocks, each one will present and read their new genre pieces.

6. From that point the teacher can group students and they can put their quilt blocks together and extend the activity into compare/contrast of notes. The group can also observe the concrete details gathered by the team and decide on their top ten. The group members could write an essay on why those specific details are meaningful; or they could create their own group poem.

7. The teacher could collect all the quilt blocks and attach them into one large “quilt.” Display them with the title of the piece in the library or hang in a hallway.

E-Mail Mary-Ann Beggs!

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