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This page provides guidelines for teachers to consider when selecting literature. A questionnaire is included for teachers to evaluate their classroom library and make specific improvements.

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It is important that children not only see themselves reflected in books, but that books provide the context in which children are able compare different human emotions, experiences, and points of view. Ideally, diverse books also create accessibility - to different worlds and ideas - for all children.

Dr. Rudine Sims Bishop emphasizes the importance of diverse books with her analogy "Mirrors, Windows, and Sliding Glass Doors".

"It's not just the children who have been underrepresented and marginalized who need [diverse] books. It's also the children who always find their mirrors in the books. They get an exaggerated sense of their own self worth and a false sense of what the world is like because it's becoming more and more colorful and diverse as time goes on." Dr. Rudine Sims Bishop

Mirror Books

Mirror books reflect different parts of our identities such as gender, race, ethnicity, religion, culture, family, language, geography, socio-economic status, immigration status, and more. These books are affirming to a child's identity. Mirror books support children in feeling seen and that they matter; that their stories and experiences are valid. Mirror books can also open up a world of possibilities for children, showing them who they could be and what they can do.

When children lack access to mirror books, they may begin to believe that people like them don't write stories or read, or that people like them only are part of certain types of stories. Without mirror books, children may not see what types of life or career experiences might be possible.

"Everyone should be able to say that they're a hero in their story." Zoraida Cordova

Window Books

Window books are books that provide children with a look into the lives and worlds of people who are different from them. Window books expose children to new experiences, ideas, interests, perspectives, and ways of thinking about and doing things. Window books support building connections and understanding, and can help break down stereotypes, biases, and prejudices.

"If there's a book you really want to read, but it hasn't been written yet, then you must write it." Toni Morrison

Barriers: Access to Diverse Books

Though we now know how important diverse books are, books are not equitably accessible for all children. Buying books requires disposable income for families, and getting to a public library requires transportation and a library card to borrow materials. For some children, school may be the only place that they have regular access to books, however, not all schools are able to offer their students a wide range of diverse books.

There are disparities in the publishing industry - a 2018 study revealed that 50% of books feature white characters versus 23% of books depicting Black, Indigenous, and people of color (specifically 1% Native American, 5% Latinx/Hispanic, 7% Asian/Pacific Islander, and 10% Black) as characters. The remaining 27% of books feature animals as characters.

Not all schools have equitable access to the financial resources to purchase books, or even have school libraries, and rely on donations. Donated books tend to be older and less diverse.

Teachers often purchase books for their classrooms out of their own pocket (determined by their disposable income), limiting access to only students in their class.

School book bans targeting diverse books creates fewer choices for students.

Schools and teachers may lack familiarity with diverse authors and book titles, and may be unsure about which books to choose.

"If you only read the books that everyone else is reading, you can only think what everyone else is thinking. " Haruki Murakami

Choosing Diverse Books - What Makes a Diverse Book?

A key factor in creating authentically diverse and inclusive collections of books is to choose books about characters in which authors share the same identity, writing the story from their own perspective based on similar lived experiences featured in the story. These are often referred to as #OwnVoices books, which provide both Mirror and Window experiences for readers. Regardless of age, diverse book collections should include books that:

focus on relatable, everyday stories with diverse people as main characters.

are written from the point of view of diverse main characters and highlight how the intersection of identities can shape relatable lived experiences.

feature diverse main characters who have experienced a wide variety of life circumstances, preferably from an #OwnVoice narrator.

provide age-appropriate educational stories (fiction or non-fiction) that directly address diversity, equity, inclusion and accessibility.

contain non-fiction educational content about diverse world cultures, holidays, traditions, beliefs, and more.

are written in a variety of languages most commonly spoken in your community.

Use this questionnaire from Lee & Low Books to analyze the diversity of your book collection.

"Great books help you understand, and they help you to feel understood." John Green

Unfortunately, diverse books for young readers and youth are most often impacted by book bans in schools and libraries. When asked their views on book bans, the majority of youth were actually opposed, and strongly expressed that diverse books helped them think more critically about the world by exposing them to different experiences and perspectives. Read the thoughtful responses from youth readers in this article from the New York Times, and learn more about censored books by visiting the National Coalition Against Censorship .

"Discomfort is always a necessary part of enlightenment." Pearl Cleage

The Family Book by Todd Parr

The Watsons Go to Birmingham 1963 by Christopher Paul Curtis

Something Happened in Our Town by Marianne Celano, Marietta Collins, and Ann Hazzard

Stamped: Racism, Anti Racism, and You by Ibram X. Kendi and Jason Reynolds

A Day in the Life of Marlon Bundo by Jill Twiss

The Absolutely True Diary of a Part-Time Indian by Sherman Alexie

Bad Kitty Series by Nick Bruel

Brave New World by Aldous Huxley

It's a Book by Lane Smith

The Kite Runner by Khaled Hosseini

My Princess Boy by Cheryl Kilodavis

Anne Frank: Diary of a Young Girl by Anne Frank

Your Local Public Library
How To Make the Most of Your Local Library What to Expect When You Visit the Library 8 Tips for Visiting Your Local Library 3 Ways to Use Your Public Library From Home
"A library card is the start of a lifelong adventure." Lilian Jackson Braun

Check out our growing collection of WGVU March #BookToks on !

"There's no such thing as a kid who hates reading. There are kids who love reading, and kids who are reading the wrong books." James Patterson

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WGVU Public Media PBS and NPR station in West and Southwest Michigan. PBS 35/52 and NPR 88.5/95.3

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This resource includes suggestions for opinion, informational, and narrative texts that are inclusive for the ELA classroom. Links to additional book lists are included.

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I often felt different as one of three Jewish students in my grade. I was disengaged as a reader throughout most of elementary school. I remember our school's librarian preparing us for an author visit sometime in third or fourth grade. She introduced us to one of Barbara Cohen's books in advance of her visit by reading one of them - The Carp in the Bathtub - during library class. I adored The Carp in the Bathtub despite the fact that my parents bought our Passover gefilte fish at the store rather than making it from scratch, with a live fish. I've come to realize why The Carp in the Bathtub meant so much to me as a young child and remains one of the few picture books I remember from school. That book represents one of the only times I ever heard or read about a Jewish family in a book in elementary school.

HONOR, REFLECT, AND CELEBRATE THE DIVERSITY OF YOUR CLASSROOM

Back in November, I presented with Melanie Meehan and Meg Kearney at NCTE in Houston where we gave a presentation called "Honor, Reflect, and Celebrate the Diversity of Your Classroom with Mentor Texts." We grounded the presentation by getting everyone on the same page about mentor texts and reading like a writer. Then, we shifted into sharing book titles with teachers and took the time to highlight how these books could be used not only to build cultural awareness, but also to lift the level of the teaching of writing.

So, before I share a book list with you, let's make sure everyone is going into this together.

Mentor texts are pieces of writing used with one or more students to lift the level of their work. When we think about books to select for writing workshop, it's important to think about craft. Katy Wischow has a simple definition of craft, which is basically "The really cool stuff authors do!" A more advanced definition of craft is the techniques authors use to help them reach their writerly goals. (For instance, if an author's goal is to show the character's motivation in a narrative, then s/he might use techniques like internal thinking, revealing actions, or dialogue.)

When you're teaching kids how to read like writers, you can mine mentor texts for craft moves. ( Click here for a step-by-step way for how to do it.)

QUESTIONS TO CONSIDER WHEN SELECTING BOOKS FOR WRITING WORKSHOP

During our presentation, Melanie shared some questions that were inspired by and adapted from Social Justice Books to help teachers think about cultural awareness when selecting picture books to share with kids in writing workshop.

How can books serve as mirrors, windows, or sliding doors into the lives of different people?

How many books about people of color, cultures, and lifestyles do you see? Whose stories are included, and whose stories are left out?

How many books by people of color, cultures, and lifestyles do you see?

How do these books reflect the diversity that exists not only in your school and community, but also in the world?

Are people of color engaged in a range of activities and in contemporary settings?

Do the biographies on your shelves represent many different people of various colors, cultures, and lifestyles?

What is the relationship of the author to the people and theme of the book?

All students deserve to read mirror books, in which they seem themselves, and window books, in which they learn about others (Bishop, 1990). This means teachers must have books that represent a variety of religions, races, and sexual orientations in mentor-text baskets during all months of the year, not just in those with special designations such as Black History Month or Women's History Month (2016, 5).

For our NCTE presentation, Melanie and I spent hours on the phone trying to compile mentor texts that represented three (i.e., narrative, informational, and opinion) of the four types of writing. We found it was easier to find narrative picture books that promote cultural awareness. If we took biographies out of the mix, then it was much harder to find well-written and interesting informational and opinion picture books that represented people of different colors, cultures, and lifestyles. This limitation is worthy of noting here since it is our sincere hope to add on to the informational and opinion texts listed below with your suggestions. (Please leave a comment with your favorite informational and opinion titles that promote cultural awareness.)

Narrative Texts - These are a handful of the many recently-published picture books we love. Our presentation was 75 minutes long, which is why we limited the list of narrative texts to just four.

Informational Texts - While some of the topics are inherently inclusive, it's important to notice the subtle messages within the pages that exist - regardless of the topic. In the titles below, the illustrations and graphics include people of color, and reflect a diverse range of cultures, social groups, and life experiences:

Opinion Texts - Again, the inclusiveness in these texts comes mostly from the illustrations. While this may seem superficial, it matters. As I mentioned in the opening of this post, while the family in The Carp in the Bathtub was engaged in something vastly different to prepare for Passover than my family, it meant a lot to me to see Jewish kids on the pages of a book for the first time. One of the questions on Melanie's list has to do with a variety of people engaged in every day activities, and that's exactly what's going on in these books.

If you search past blog posts I've written about picture books and mentor texts, you'll find additional titles. (A new book, Under My Hijab by Hena Khan and Aaliya Jaleel, arrived at my house this past weekend. Therefore, I foresee myself writing another post about recently-released, inclusive mentor texts in the near future.) The titles I've listed represent the books we shared during our NCTE presentation.

My children are growing up in a world where they regularly see themselves on the pages of picture books. While there are niche publishers, like Kar-Ben Publishing, that publish Jewish texts, many mainstream publishing houses publish books about Jewish experiences. I am thankful my children have access to numerous texts in which they will see themselves as they grow as readers.

However, my kids read books about children from all ethnicities, family structures, and cultural backgrounds so they can imagine experiences that are different from their own. My second-grade daughter understands that some women wear hijabs, some families have two dads, and some kids use wheelchairs to get around. It is my hope that as my daughter (and my two-year-old son!) grows up, she'll come to understand that our differences make life richer and more interesting.

MORE RESOURCES:
Whether they're my children or a group of children I'm working with when I consult in a school, I make deliberate efforts to share current, inclusive books. This is something all of us must do, regardless of where we teach. We can have a positive impact on children's reading lives when we attempt to make sure every child's life is reflected in books AND that every child can understand the experiences of other people by reading books. By doing this, we not only positively impact our students, but we improve our society as a whole.

GIVEAWAY INFORMATION:
In the spirit of the idea of "if we know better, we do better," I'm providing you with ways to make the books in your classroom more inclusive. Here are resources you can consult if you want to get started with this tomorrow.

This giveaway is for a copy of Being the Change: Lessons and Strategies to Teach Social Comprehension. Thanks to Heinemann for donating a copy for one reader. (You must have a U.S. mailing address to win a print copy of this book.)

For a chance to win this copy of Being the Change: Lessons and Strategies to Teach Social Comprehension, please leave a comment about this or any blog post in this blog series by Sunday, February 3rd at 6:00 p.m. EDT. Betsy Hubbard will use a random number generator to pick the winner's commenter number. His/her name will be announced in the ICYMI blog post for this series on Monday, February 4th.

Please leave a valid e-mail address when you post your comment so Melanie can contact you to obtain your mailing address if you win. From there, our contact at Heinemann will ship the book to you. (NOTE: Your e-mail address will not be published online if you leave it in the e-mail field only.)

If you are the winner of the book, Betsy will email you with the subject line of TWO WRITING TEACHERS - BEING THE CHANGE. Please respond to her e-mail with your mailing address within five days of receipt. A new winner will be chosen if a response isn't received within five days of the giveaway announcement.

Please join us on Monday night!

I am a literacy consultant who focuses on writing workshop. I've been working with K-6 teachers and students since 2009. Prior to that, I was a fourth and fifth-grade teacher in New York City and Rhode Island. I'm the author of Craft Moves (Stenhouse Publishers, 2016) and the co-author of Jump Into Writing (Zaner-Bloser, 2021), Welcome to Writing Workshop (Stenhouse Publishers, 2019), and Day By Day (Stenhouse, 2010). I live in Central Pennsylvania with my husband and children. In my free time, I enjoy swimming, doing Pilates, cooking, baking, making ice cream, and reading novels. View all posts by Stacey Shubitz

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Inclusive Mentor Texts: Teaching Writing with a Social Justice Lens

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We can have a positive impact on children's reading lives when we attempt to make sure every child's life is reflected in books AND that every child can understand the experiences of other people by reading books. By doing this, we not only positively impact our students, but we improve our society as a whole.

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Get Started: Culturally Responsive Teaching

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Get Started: Culturally Responsive Teaching

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This article from Edutopia defines what culturally responsive teaching means and how teachers can begin to understand students' lives, backgrounds, and cultures which will help teachers relate lessons and materials accordingly.

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Getting Started With Culturally Responsive Teaching

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Understanding students’ lives can help teachers foster a sense of belonging and ensure that all students feel respected and challenged.

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This list from Edutopia includes 22 books for various grade levels that offer students book choices that represent personal connection through race, culture, gender identity, etc. Teachers can consider including these titles in their classroom library or incorporating them into class curriculum.

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In a vibrant, multicultural society, representing the richness of students' lives in a class or school library takes a conscious effort. Including writers and fictional characters with a variety of backgrounds, beliefs, and life circumstances is a way to increase the chances that students will find, to use the metaphor that Rudine Sims Bishop popularized, both windows and mirrors in the library-books that reflect their lives, and ones that give them insight into the lives and experiences of people who aren't like them.

No book shelf is going to represent the fullness of this nation. From the descendants of people who arrived here more than 15,000 years ago to the newest immigrants, we're simply too much. But the inclusive set of books below-many of which were recommended by multiple teachers-span all grade and Lexile levels up to 1140L, and include award winners and best sellers, books that have stood the test of time and newer options. We hope they reflect human diversity in the broadest sense, addressing race and ethnicity, religion, sexual identity, socioeconomic status, and other special circumstances.

Grades pre-K to 2

Deena Misses Her Mom
Deena is a formerly well-behaved girl who has been lashing out in school ever since her mom was sent to jail. Deena's story-sensitively illustrated by Leslie Jindalay Pyo-was written by high school students Jonae Haynesworth, Jesse Holmes, Layonnie Jones, and Kahliya Ruffin to reflect the lives of the children they were tutoring in Washington, DC. Parental imprisonment is a shockingly common occurrence in America: More than 5 million children in the U.S. have had at least one parent in jail.

Grades 3 to 5

Grades 6 to 8

The Arrival
A sepia-toned marvel, The Arrival conveys in images-there is no dialogue-a man's journey from his troubled home country to a new one. Artist Shaun Tan places the reader in the immigrant's shoes by using an invented alphabet on the signs in the strange new world he enters-the language is as impenetrable to the reader as it is to the protagonist.

Ghost
A National Book Award finalist, Jason Reynolds's Ghost is the story of an African American middle school runner with the talent to qualify for the Junior Olympics-if he can learn to control his temper. Money is tight and his father is in jail, and Ghost has been having a lot of what he calls "altercations." This is the first in a series of books about the members of a track team.

George
George is a transgender fourth grader who wants to try out for the lead role in the school production of Charlotte's Web so that her mother will see her as a girl. Alex Gino presents George's struggles with both bullying and the painful reassurance that she will "turn into a fine young man." George won a Stonewall Book Award-and made the American Library Association's 10 Most Challenged Books list in 2016 and 2017.

Grades 9 to 12

Bless Me, Ultima
A classic of Latino literature, Rudolfo Anaya's coming-of-age tale is an exploration of faith-Antonio, the young protagonist, makes his First Communion in the Catholic Church but also finds a spiritual guide in Ultima, an elderly curandera, or healer, who helps him explore indigenous traditions of New Mexico.

The Hate U Give
Angie Thomas's debut novel was a sensation when it was published in 2017, remaining on The New York Times best-seller list for 50 weeks. It centers on the killing of an unarmed black teen by a white police officer, a shooting witnessed by 16-year-old Starr, whose days are split between her black neighborhood and mostly white suburban school. The killing of her friend Khalil drives those two worlds farther apart than ever.

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22 Diverse Book Choices for All Grade Levels

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Suggestions from teachers who are working to offer students at every grade level book choices that represent their lives.

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This site connects readers and teachers with diverse book lists and booksellers. Multicultural, LGBTQIA, disabilities, and religious groups are included in these resources.

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A 501(c)(3) nonprofit, WNDB aims to create a world where every reader can find themselves in the pages of a book. To reach this goal, we've created programs to mentor diverse writers and illustrators, support diverse publishing professionals, and provide books to classrooms nationwide.

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A list of guiding questions for educators to consider as they choose literature for their classrooms

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A frequently asked question is, "How do we select titles for the book lists at Social Justice Books and assess books in our reviews?"

There is no one single article nor checklist that any of us can rely on. The Guide for Selecting Anti-Bias Children's Books is a good start. However, there are many more articles about bias in children's literature to read and discuss. Most importantly, reviewing children's literature should be done in consultation with or by people with expertise on the respective theme or topic of the book.

That is why the reviews featured on this site come from a variety of reviewers. Not only do we look for stories of collective action in children's books, we believe the process of selecting and reviewing children's books needs to be a collective process. We also believe it is important to look beyond the limited offerings of the corporate publishing industry. Many marginalized creators only have the option to self-publish. At Social Justice Books, our lists and reviews include self-published books, held to the same standards as traditionally published books.

The book lists are generated at Teaching for Change, in consultation with members of the See What We See coalition. Books selected for this site are not an endorsement nor a critique of the author, illustrator, or publisher.

Here are examples of guiding questions we share with students who are examining books. We use these same questions (and many more) when developing the book lists and selecting book reviews for this website.

How many books by or about people of color and Native Americans do you see?

Does this reflect the diversity that you see in your school, community, and/or the world?

Are people of color engaged in a range of activities and in contemporary settings? (Or just in historic injustices?)

If the books are about a famous person, is it someone you have not heard of or one of the same few people already on your bookshelf?

Is change made by an individual hero or a group effort?

Are there examples of "ordinary" people organizing and challenging injustice?

Are the root causes of inequities included or just the symptoms?

Are the books affirming, honest, age-appropriate, and read-me-again interesting?

What is the relationship of the author to the people and theme of the book?

Review Ratings

There are three categories of book reviews: recommended (green), recommended with caveat (yellow), and not recommended (red). These ratings are summarized below.

Recommended

We recommend these multicultural and social justice books. Representation, the story line, and the quality of writing are all taken into consideration. We are also concerned with who is writing the stories, what the characters are doing, how issues of power and activism are introduced, and representations of people in community rather than in isolation.

Recommended with caveat

The yellow reviews explain reservations and/or concerns about the book in order to start a conversation. In some cases, the titles are included because there is a scarcity of books on the respective topic. Often, suggestions are made about ways to share the book with readers while also addressing the concerns.

Not recommended

When a book is not recommended, often the narrative is problematic and reinforces myths or misinformation. The author and illustrator may use stereotypes or leave out/misrepresent important facts. The reviews describe problematic content and can be used to alert readers to similar issues in other books and popular media. Some of our critiques have led to recalls or revisions. For more, see books we don't recommend.

Due to the limitations with the database on this site, the ratings on some of our pages are indicated by stars rather than the green, yellow, and red.

5 stars corresponds to green light, "Recommended"

3 stars corresponds to yellow light, "Recommended with caveat"

1 star corresponds to red light, "Not recommended"

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Selecting, Rating, and Reviewing Titles for Social Justice Books - Social Justice Books

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A frequently asked question is, "How do we select titles for the book lists at Social Justice Books and assess books in our reviews?" There is no one single article nor checklist that any of us can rely on. The Guide for Selecting Anti-Bias Children's Books is a good start.

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This list from TeachingBooks includes 30 multicultural books that "every teen should know." Teachers can use this site to explore this book list and others on the site to enhance their classroom libraries or class curriculum.

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Enhance student learning and experience by pairing The Great Gatsby with the Harlem Renaissance. This post includes pre-reading activities, chapter guides, and specific resources to pair The Great Gatsby with Harlem Renaissance poetry and music, providing students with a rich and diversified experience throughout the unit of study.

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Ideas for Your Great Gatsby Classroom Party - Building Book Love

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Meaningful & Fun Activities for Teaching The Great Gatsby - Building Book Love

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These meaningful and fun activities for teaching The Great Gatsby have you covered, Old Sport! Get inspired by these engaging ideas!

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This resource provides inclusive, relatable, and modern content while teaching Shakespeare, including diverse perspectives to explore, multi-cultural art representations, and discussion guides to pair the classic text with multi-media content.

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How do I teach Romeo & Juliet? Let me count the ways! To me, it's a timeless classic, but I know that many students struggle to connect with with story. Some students tell me it's "corny" and "unrealistic." Sometimes they're thrown off by Shakespeare's language. (More on teaching Shakespeare's language here!) But that doesn't mean we should just give up on the bard!

In this post I'll give tips for teaching Romeo & Juliet that make it more inclusive, engaging, and relatable to your students. And as a bonus, all of these ideas will work for virtual, hybrid, or in-person learning. (And these are just a few of my Romeo & Juliet ideas, you can find the rest in my full Rethinking the Classics: Romeo & Juliet resource.)

Teaching Romeo & Juliet:

Play a game!
Introduction to Shakespeare Digital Breakout
This game makes a fantastic intro to your Romeo & Juliet unit. Students get to explore the Globe Theatre, learn about Shakespeare's life, and learn about the customs of Elizabethan London. (You can use this game 100% digitally, but if you decide to make the purchase, you will also get a paper version of the escape room for your hybrid or classroom-based learning.)
Romeo & Juliet Digital Escape Room
This is the perfect review activity for teaching Romeo & Juliet during distance learning. Students will review key plot points, take a quiz on "who said it," and practice their close reading skills, all while collecting clues to solve a secret message. It also includes optional extension activities to practice both analytical and personal writing. Plus, students will love the stunning original artwork by Lady Knight Illustrations.

Examine a Modern Interpretation of Shakespeare

This art installation (and festival from 2015) documents the contributions of Black and Asian actors to the Shakespearean stage. Some castings and productions have propelled modern social commentary through the lens of a classic play, while others have represented efforts to diversify the Shakespeare canon in the British (and international) imagination. Students can hear from the director on the project British Black and Asian Shakespeare.

Have a Classroom Discussion

It may be difficult to find the original 90-minute episode of Frontline that features it, but this story is still worth sharing. Bosko Brkic, an Eastern Orthodox Serb, and Admira Ismic, a Muslim, met in high school and fell in love. In 1993, at 25-years-old, they died tragically on a bridge in "no-man's-land." This video (3:47), "The Modern-Day 'Romeo & Juliet' Who Died for Their Love", gives an excellent overview if you can't show the whole episode.

Discuss why the families of Bosko and Admira disagree with the comparison to Shakespeare. Why do you think the media latched onto the comparison? The idea of "star-crossed lovers" is a trope, or an often-/overused theme or device.

Exploring the "Star-Crossed Lovers" trope:

1. As a group, list factors from the play that made the romance "doomed to fail."

2. Brainstorm other examples of this trope from books, movies, songs, and real-life.

3. Each group member choses one example to consider further.

1. How does this example compare to the factors you listed from Romeo & Juliet?

2. In what ways does this example not fit the trope?

4. Share your example with your group.

5. As a group, discuss the advantages and disadvantages of using tropes in fiction or connecting real-life events to fictional tropes. What does the reader/listener gain from seeing a trope? What do they lose?

Explore Shakespeare's Language

You can use this talk to introduce iambic pentameter with any Shakespeare play. British rapper Akala shows the connection and fluidity of iambic pentameter and hip-hop. The first seven minutes are a quick introduction, while the rest of the talk addresses Shakespeare, class, and gatekeeping to knowledge:

"The times in which [Shakespeare] lived, you know, the chasm between rich and poor being larger than it is today, though we seem to be doing our best to recreate that chasm. But he was living in very tumultuous, very violent times and we really receive almost a sanitized vision of that violence, coloring our view of the past. We know over 90% of Shakespeare's audience couldn't read or write. So how is it that in the 21st century in Britain that he's come to be viewed as almost the poster child for elitism, and even within that now we're getting a debate: Did he even write his own plays? Because, of course, this comes down to who's allowed to be the custodian of knowledge and who isn't. Shakespeare was someone who didn't go - He wasn't Oxbridge. He's seen - by some - they need to see him that way, as someone who's not entitled to be a custodian of knowledge."

This video is part of my Shakespeare Webquest, but it could absolutely be used as a standalone.

Final thoughts:

I hope this gives you some useful tips for making your unit on Romeo & Juliet even more engaging and inclusive. I've been working with Dr. Sheila Frye (from Teaching Literacy) on a project called "Rethinking the Classics" to help teachers find supplemental texts and curriculum updates. In addition to , we've covered , , , Shakespeare (for any play) and we have more to come. Don't see the specific text you're looking for? Reach out to me @nouvelle_ela and I'll see if I can help 🙂

If you try any of my resources or ideas in your classroom, let me know! I'd love to hear how your students responded.

Happy teaching!

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Teaching Romeo & Juliet - Nouvelle ELA Teaching Resources

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Tips for teaching Romeo & Juliet in a way that's inclusive, engaging, and relatable to your students. Ideas for digital & classroom learning.

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This post includes themes and resources to explore when studying Shakespeare, including specific themes to address, text-pairings, and discussion activities during study. Specific plays offer various topics to address during study, including, anti-semitism, racism, gender roles, colonialism, and misogyny.

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Modern Connection to Classic Texts: The Outsiders

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Modern Connection to Classic Texts: The Outsiders

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This article explores the similar themes found in the classic and commonly taught book, The Outsiders, and pairs it with a modern story, Punching the Air. The article guides teachers how to pair the texts together and provides discussion questions, theme analysis, and character development. Using this resource, teachers may consider using book clubs within the classroom to develop a "coming of age" unit.

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Like many middle school students, I was required to read S. E. Hinton's The Outsiders. I hate to admit it now, but I hardly gave it a chance before I labeled it as a number of things that didn't fit my parameters for reading enjoyment: it was a "book for boys," it was "old," and it was about gang violence (which didn't fit my experiences in a small rural town).

Little did I know, one day I would be teaching Language Arts and encouraging my own seventh graders to engage with the very same novel. I implored them not to make the same mistake that I did, and to give the book a solid chance before deciding that they wouldn't like it. Of course, the irony of it all is that The Outsiders' major theme is all about incorrect assumptions and stereotypes. We have all been labeled, stereotyped, and misjudged in our lives, and the novel also teaches a number of lessons about identity, belonging, conformity, injustice, rivalry, friendship, and family.

The Outsiders has been a staple of ELA curricula since the '70s, but it's worth exploring modern pairings to engage students in different ways with the themes. If our goal in using whole-class novels is to study the literature in an immersive, community setting, then we should also seek to further engage students who might seek a book that relates more to them, their environment, or their time period. After all, some of our young scholars refer to the early aughts as "the olden days," and they may wonder how they can relate to issues from the cultural climate of the 1960s. With all of this in mind, I sought to find the perfect modern pairing to The Outsiders, and a book that hit all the marks was by Ibi Zoboi and Yusuf Salaam.

Punching the Air is a novel in verse, written through the eyes of Amal, a 16-year-old student at an arts-focused school. Amal gets caught up in a turf war, though he laments that his involvement was innocent: "Me and those other boys were just trying to go home." Amal's future unravels as he finds himself in juvenile detention, facing charges for a violent fight. He says, "I threw the first punch, but not the last - / I didn't do it." I found incredible similarities to the first turning point in The Outsiders, where Ponyboy and Johnny's fight with the Socs leads to their exile.

In both novels, the language used to describe characters is worthy of deep discussion and analysis. Interestingly, a number of the same words and phrases are used in both The Outsiders and Punching the Air: mob, gang, ghetto, a pack of wolves, animals, thugs, hoodlums. The way a person can be described can sometimes be incongruous-Ponyboy calls his group a "gang" and "Greasers," but it's not okay for others to use the same labels. The guiding questions are, "What are the connotations of different labels we use?" and "How can labels be harmful?" These ideas are present in both titles. On the topic of language, educators should know that sensitive language (including several harsh swear words and the N-word), do appear in Punching the Air, but they are not overused just for a thrill factor, and are worthy of discussion in comparison to the dual connotations and language in the Outsiders.

The primary conflict in both books is centered on turf wars and rivalry, mainly based on wealth, though Punching the Air has a backdrop of racial tension and other conflicts. Socioeconomic comparisons also abound: "This was our hood, too / even though there / was this invisible line / that separated rich from poor...And I never knew never knew / that I'd have to use / a karate move / in real life / so close to home / on the other side / of an invisible / line." The injustices in both novels showcase the plight of many teens around the world. Just like Ponyboy and Johnny get so angry that they are moved to tears because of the unfairness in their lives, Amal frequently "punches the air," which represents his explosive anger at his world, his god, and his reality.

In a book pairing based on the idea of teen violence, what are the positive messages? In both stories, the main character connects and heals through art. Amal is a painter (and a spoken word poet), and Ponyboy connects through reading and writing. References to Black artists (Jean-Michel Basquiat, Romare Beardon, etc.) and musicians are featured throughout the book, providing opportunities for further enrichment, much like Ponyboy's references to literature and pop culture of his own time period. As an added bonus, the structure of the verse novel itself adds another rich layer to the literary discussion that is not present in The Outsiders. This is a useful trade-off for the fact that Punching the Air does not have a robust cast of characters to analyze, like The Outsider s.

Both Amal and Ponyboy struggle-and come to terms with-their identities and how you can be more than one "thing" in life. As a teacher, this was always my favorite takeaway during our study of The Outsiders. Amal describes everyone as "weird and free" at his art school, but also feels scrutinized by one teacher "because I didn't fit / into her definition of weird / I was a different kind of weird." Ponyboy takes advanced classes and skipped a grade ahead, but is judged harshly by his peers when they see his pocketknife and realize he really is a "Greaser." We are all unique pieces of a puzzle and that make us undefinable; we are not bound by our labels in life.

Over the seven years I taught about Ponyboy and his gang of friends, many former students would tell me their favorite novel was . They often asked for recommendations on more books like it, and it always seemed a difficult task to find. Now, I would not hesitate to hand those students The Outsiders Punching the Air by Ibi Zoboi and Yusuf Salaam, or to pair or even replace the canon with this modern, thought-provoking novel in verse.

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"Punching the Air": A Fresh Pairing for "The Outsiders"

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Like many middle school students, I was required to read S. E. Hinton's The Outsiders. I hate to admit it now, but I hardly gave it a chance before I labeled it as a number of things that didn't fit my parameters for reading enjoyment: it was a "book for boys," it was "old," and it was about...

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Add Diversity to Traditional Texts and Themes

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Add Diversity to Traditional Texts and Themes

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This post provides suggestions to pair classic texts with newer and diverse texts. The post is organized by theme; ELA teachers can quickly identify companion texts that could pair with standard works used in American ELA classrooms, such as The Lord of the Flies, Great Expectations, Heart of Darkness, Animal Farm, 1984, etc.

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The Canon of British Literature, as we know, consists of a homogenous group that does not reflect the rich multicultural world of Great Britain today. As a result, any survey of British Literature oftentimes becomes a skewed representation of the literary diaspora of England, Scotland, Wales, and Northern Ireland.

As a teacher who is a champion of teaching diversity, I decided to take on the challenge of diversifying my British Literature course to represent the other important voices of Great Britain. The reality of doing this is quite challenging- as the publication of diverse voices means leaning upon modern literature because these voices were not published or popularized at large in the past.

Let's check out some authors and texts that make great additions to any British Literature course to expand our students' experience of the amazing literature from this region.

First and foremost, diversifying the British Canon means moving to a thematic approach rather than a purely chronological approach to the literature. The thematic approach enables you to pair old, classic texts with newer, more diverse texts.

I will make unit suggestions here and provide a list of classic and/or traditional British texts with a modern, diverse texts that could work together in the same unit. Please note that these unit themes can be changed around in many different ways and that some of these texts fit into more than one of these unit categories. Use this guide as a springboard for planning and make changes as you see fit.

Unit Theme: Heroism
Diverse Voices "The Poet as Hero" by Siegfried Sassoon "The Hero" by Siegfried Sassoon Traditional Texts
" The Seafarer "
"Ulysses" by Alfred, Lord Tennyson Sir Gawain and the Green Knight "Do Not go Gentle into that Good Night" by Dylan Thomas "My Hero Bares His Nerves" by Dylan Thomas Le Morte D'Arthur by Sir Thomas Malory

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Adding Diversity to British Literature: Text Lists by Theme - Bespoke ELA: Essay Writing Tips + Lesson Plans

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In this blog post, Bespoke ELA gives list of paired texts for a diverse British Literature course. Unit themes include war, love and loss, heroism, and others. Diversifying a British Literature course can be a huge challenge! Use these lists of diverse texts paired with the British Canon of tradi

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While teaching a classic or traditional text, provide a companion text that provides diverse and inclusive themes that relate to the classic text. This resource is available for purchase and includes several guides for using mentor texts and inclusive pairings.

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⭐ 30+ inclusive text suggestions & annotated ideas organized by teaching topics for each core text (this is a Google Doc that we'll update as we encounter more resources and ideas)

⭐ Suggestions for replacement texts

⭐ Expert advice on Rethinking the Classics (affirmations and ideas for auditing your texts)

Your resource is a .pdf with a link to the Google Doc of text suggestions. Please let us know if you have any questions! You can also email me (Danielle) at nouvelle.ela@gmail.com. 🙂

This is a living document, meaning that we may update the Google Doc with more resources and ideas. Be sure to bookmark it.

If you enjoy the 9th Grade Texts Inclusive Text Pairings Resource, please log in and leave a review by selecting "Write a Review" under the "Order Details" section of the "Orders" tab. 🙂

You can also follow me for the latest news on products and sales.

If you have any questions, I'd love to hear from you!

-Danielle @Nouvelle_ELA

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Inspiring & Inclusive Text Pairings - 9th Grade Texts - Nouvelle ELA Teaching Resources

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Looking for inclusive text pairings for your 9th grade curriculum? Here are curated lists for The Odyssey, Romeo & Juliet, To Kill a Mockingbird, The Great Gatsby, The Outsiders, and The Giver.

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Introduce a poetry or narrative writing unit with George Ella Lyon's poem, "Where I'm From." Encourage students to reflect on their personal experiences, cultures, and viewpoints that contribute to their identities. Lyon's site includes audio of the original poem, examples of new poems, and links to video representations of poems.

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This article advises teachers as they evaluate lessons and consider how their classroom is or is not culturally responsive. The article explains that reaching multicultural students requires more than including diverse figures or representations in the lesson, but is "more about mimicking students’ cultural learning styles and tools." The tips to use games, social interactions, and stories can be used in any content area.

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Last month, I reviewed Zaretta Hammond's fantastic book, Culturally Responsive Teaching and the Brain. Now I'm proud to have Zaretta here as a guest writer to share some specific strategies with us.

Culturally responsive teaching. Everybody is talking about it. The big question is: How do you actually make lessons culturally responsive? That comes up regularly when I am working with groups of teachers to improve outcomes for diverse students who are struggling. I remember working with a group of sixth grade teachers on improving learning for their at-risk students. These teachers were frustrated that their students, 95 percent of them students of color and English language learners, were not applying themselves to learning.

I suggested that we explore making lessons more culturally relevant in order to accelerate student learning. I remember the reaction of Janice, the science teacher. "I am not going to be rappin' about the periodic table," she said defiantly as she crossed her arms and sat back in her chair.

I couldn't blame her. Google "culturally responsive teaching" and you can find a dozen videos of well-meaning teachers leading some call-and-response chant about exponents or rapping about the Boston Tea Party while students sit back and giggle. That's because we usually talk about culturally responsive teaching only as an engagement strategy designed to motivate at-risk students to take learning seriously. Or we try to find a race-based connection to the content to make it "relevant" to minority students.

One of the biggest misconceptions about culturally responsive teaching is thinking you have to tie the lesson's content to African American or Latino students' racial background. The common belief is if you mention Africa, Mexico, or famous black and brown high achievers, it will spark students' attention. Then they will be motivated to participate.

In reality, culturally responsive teaching is less about using racial pride as a motivator and more about mimicking students' cultural learning styles and tools. These are the strategies their moms, dads, grandmas, and other community folks use to teach them life skills and basic concepts long before they come to school and during out-of-school time.

Culturally responsive teaching leverages the brain's memory systems and information processing structures. Why? Many diverse students come from oral cultural traditions. This means their primary ways of knowledge transfer and meaning-making are oral and active. It's a common cultural tradition that cuts across racial groups: African American, Latino, Southeast Asian, and Pacific Islander communities all have strong oral cultures. Each of these cultural groups uses the brain's memory systems for turning inert information into useable knowledge. They use memory strategies to make learning sticky, like connecting what needs to be remembered to a rhythm or music (that's why we still know the ABC song) or by reciting it in fun ways like a poem, riddle, or limerick.

I asked Janice what area of learning she wanted to help her kids improve. She said science vocabulary; they weren't learning the weekly words and it was getting in the way of their understanding of key concepts. She was frustrated and at the end of her rope. I asked how she was teaching it. She used the typical approach: On Monday, she listed the words on the board. Students copied them down and were required to look each word up and use it in a sentence. On Wednesday, there was a vocabulary test.

I suggested that we design word study to be more culturally responsive by making it more like the students' own cultural learning process. She was open for trying something different.

I offered her these three tips for transforming any lesson into something that looked and felt more culturally responsive to diverse students, something that would allow them to engage more and process the content effectively.

Games are the power strategy for culturally-grounded learning because they get the brain's attention and require active processing. Attention is the first step in learning. We cannot learn, remember, or understand what we don't first pay attention to. Call and response is just a way to get the brain's attention. Most games employ a lot of the cultural tools you'd find in oral traditions - repetition, solving a puzzle, making connections between things that don't seem to be related (Ever play Taboo or Apples to Apples?).

Organizing learning so that students rely on each other will build on diverse students' communal orientation. This communal orientation can be summed up in the African proverb, "I am because we are." Even making learning slightly competitive in a good-natured way increases students' level of attention and engagement. It's why the T.V. show Survivor has been around for so many years; it's a social-based game.

The brain is wired to remember stories and to use the story structure to make sense of the world. That's why every culture has creation stories. In oral traditions, stories play a bigger role in teaching lessons about manners, morality, or simply what plants to eat or not eat in the wilderness because it's the way content is remembered. Diverse students (and all students, really) learn content more effectively if they can create a coherent narrative about the topic or process presented. That's the brain's way of weaving it all together. (Bonus: It also offers a great way to check for understanding and correct misconceptions.)

So Janice took her weekly list of science vocabulary and created a variety of sorting and matching games for students. She built a set of simple card games based on Go Fish or Old Maid. In addition she created some team games. Each week students had different active ways to learn the vocabulary. For 10-15 minutes a couple of times during the week, students got to play these learning games rather than look up words in a dictionary. She gave them instructions for making the games at home if they wanted to.

Instead of the traditional weekly vocab test, she asked them to "storify" their understanding of key concept words like metamorphosis, using vocabulary from past weeks.

When I checked in with the group a few weeks later, she was the first one to share. She said student engagement was like night and day. Now all students were participating. She said she knew they were learning the vocabulary at a deeper level because they were actually using the new science terms during discussions and in their writing with no prompting from her.

The big A-ha's for the group that day were that (1) Culturally responsive teaching doesn't have to be some performance the teacher does to entertain students and (2) It doesn't have to mention race or reference culture at all. Instead, what makes a practice culturally responsive is that it mimics students' own cultural learning tools. They all realized that these practices are helpful for all students, not targeted at minority students.

The real trick is to use these strategies regularly as part of your instructional routine rather than doing them randomly every now and then. Consistency is the key. ♦

Learn more about how to improve diverse students' information processing skills and actually grow their brains in Zaretta Hammond's book, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students .

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3 Tips to Make Any Lesson More Culturally Responsive

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Google "culturally responsive teaching" and you can find a dozen videos of well-meaning teachers leading some call-and-response chant about exponents or rapping about the Boston Tea Party while students sit back and giggle.

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Students explore Dr. King's speech to teens. Opportunities to reflect upon meaningful vocabulary, discuss key points of his speech, and consider Dr. King's questions in a short personal essay.

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Evaluate Representation in the Curriculum

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Evaluate Representation in the Curriculum

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This post includes instructions for auditing your curriculum and ideas for making improvements to incorporate diverse representation in your ELA classroom.

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In the summer of 2020, I did a curriculum audit to reflect upon which voices in literature were being amplified and honored in my classroom. I knew it would reveal several white male authors, but until I saw it clearly displayed in a pie chart, I had no idea just how many. Even after working for years on adding diverse ELA curriculum to my British Literature class, my color-coded chart still looked like this:

This meant that 69 percent of the time my students were reading white male perspectives. This same summer, my ELA department worked to shake up our curriculum. It was our year to adopt textbooks, but instead, we were allowed to order new diverse books. I cannot take credit for this change. This was the result of a passionate vice principal, a supportive central office, and a dedicated ELA team. I am just the only one who happens to have a blog, so that's why I'm writing about this process. It is my goal that this reflection will inspire you to do your own curriculum audit and hopefully help you make some changes to increase the diversity of authors' voices in your classroom.

After a lot of heart work and head work, here is what my curriculum audit looks like now:

This chart is better and more dynamic for sure, but I still see room for improvement. White male authors are still centered in my units. Here's the questions I asked myself after completing this year's chart: Can I work to move some of the classic literature over to the pairing side? Can I add more Indigenous voices? Can I squeeze in another unit not centered around a white male's perspective?

These questions lead to a detailed and powerful reflection that guided us toward a new curriculum that is WILDLY more diverse than previous years. It was fresh, poignant, engaging, relatable, and academic. I felt good about it and still do, but I can also see that there's room for growth.

How to make your own curriculum audit

Watch video here:

Download free template here: Diverse ELA Curriculum Audit Template

Step 1: Open up a PowerPoint or Google Slides document.

Step 2: Insert chart > pie

Step 3: Open up connected Google Sheets

Step 4: Edit to fit your criteria.

Here is the thought process behind my counts: With each unit, I have a main text that we spend the majority of our time on. I weighed that side 3x higher than the pairings because they take less time and are centered less than the main text. My units typically take 3 weeks to complete so that's another reason I used the number 3.

Other ways to count would be by days. In my state, there are 180 days of school. I spent 15/180 days on Beowulf and about 5 days on the various pairings throughout.

NOTE: It's important to only count diverse perspectives that are portrayed positively. To simplify this process, I counted only the authors, not the characters in the text.

Reflecting on the results of your diverse ELA curriculum audit:

If you have a negative reaction to the results, consider what actions you can take to effect change. Maybe you can use it to start a conversation in your ELA department. Possibly you can inquire about what funds are available to purchase books. Perhaps you can use the curriculum representation audit to write a grant or Donor's Choose for diverse books. Maybe you can use it as a catalyst to work within your area of control (more below).

If you are already on the right path, consider how you can continue improving. Maybe share your diverse ELA text selections to inspire others. Perhaps hone your chart even more by gathering data on ability portrayals, body types of characters, or other areas where they may be more room for diverse perspectives. Or level up to outline Social Justice Standards.

No matter what your reaction and reflection are, it's important to note that adding diverse perspectives to your ELA curriculum does not make you or your curriculum anti-racist and anti-biased. Tanesha B. Forman explains here:

https://www.instagram.com/p/CBRb9GHhCuf/

In addition to making sure all students are represented positively in our curriculum, what else can we be learning and doing? This post is a great start: A TO Z ANTI-BIAS/ANTI-RACIST MICRO MOMENTS

How to navigate action obstacles in creating a diverse ELA curriculum

There's nothing worse than realizing something needs to change, getting fired up to take action then facing so many obstacles that you give up. For this reason, I have listed several barriers teachers face when making a change in their ELA curriculum and ideas on how to navigate these obstacles.

Obstacle 1: Not enough funds to purchase diverse books or resources

What if you don't have funds? First of all, this is the epitome of harm done by underfunded schools. I absolutely DO NOT believe that teachers should have to fund their own classrooms when it comes to essential items like inclusive teaching tools. With that said, I'm realistic. While it is free and doable to add diverse parings to prescribed curriculum, the cost of completely overhauling ELA offerings is not financially attainable for most public schools. For us, foregoing the MASSIVE COST of textbook adoption allowed us to revamp our curriculum for the better. I am grateful and so are my students. If you think your ELA department might consider swapping out textbooks for diverse books, then start the conversation NOW. Oftentimes textbook selections are made in haste because busy teachers do not have the time to preview as rigorously as they would like. Also, I believe that some states require textbook adoption and purchases so you will need time to research the legal options you have.

If you are looking for ways to make change immediately, then start with one book you want to add, write a detailed letter about why you want to add this book (use your chart for a visual!), and ask your admin for funding options. Some schools do not allow Donors Choose, but they may have other ideas if you ask.

Lastly, think outside the box (of books). Podcasts are FREE. My best and most diverse unit of the year was Dolly Parton's America, and you can read all about it here: Teaching Dolly Parton's America Podcast

If you want to learn more about planning a podcast unit, this post will guide you: How to plan a podcast unit for middle school and high school
As for finding free curriculum, here are some sources:
Lit C.I.R.C.L.E Decolonize your Curriculum website which offers FREE teaching resources like The Short Story project that introduces students to a number of different short stories, all written by people of color and a unit study for The Bluest Eye by Tony Morrison.

Additionally, authors like Angie Thomas will often provide FREE teaching guides so be sure to check their websites for resources!

Obstacle 2: You have no control over your curriculum

What if you have a prescribed curriculum? First ask yourself the same question I asked myself: Is your curriculum set, or is it your mindset? In other words, have you had uncomfortable conversations with those who set the curriculum? Have you had a meeting with your admin? Have you asked to substitute just one book?

As a person who avoids confrontation and unconformable conversations at all costs, it was a mindset issue for me. I could have done more.

However, if you are truly not in a position where you can make improvements, then pairings are your only option until change happens. You can read how I use pairings here:
How to Diversify Your British Literature Class Podcasts for the classroom Diverse ELA curriculum for the winter holiday season
Lastly, you can stock your classroom free choice library with diverse books and promote free choice reading on a daily basis through book raffles, book talks, reading time, etc. Here is a great blog post on how to rethink your classroom library: Classroom Library Ideas: Finding What's Missing

If you do not have the funding to stock your shelves, then introduce the gift of a digital library card. Our school librarian signs up our students each year and teaches them how to use the digital checkout platform, but you can read how a classroom English teacher achieves this here: 5 WAYS TO USE OVERDRIVE (& HELP YOUR STUDENTS READ MORE)

Obstacle 3: You have no time to make new diverse ELA units

What if you don't have time? Teachers, especially English teachers, are already working to their max capacity. How in the WORLD are they expected to create all new units when they can barely stay afloat with the units they've taught for years? My answer for team leaders and academic coaches is to ask what would be manageable for your English educators. You might have a group that is HUNGRY for change and willing to do whatever it takes (PLEASE compensate them if they work over the summer or after hours). Or, you might have a group that is willing to tackle revamping or replacing just one unit a year.

I recently got a request to do a guest post for Abena with Diversity in Mind, and you can read how I've slowly worked year after year to enhance, elevate, and enrich my units over time. Read it here: Culturally-Responsive Classrooms: An Interview with Ashley Bible

One last note and plug, Teachers Pay Teachers is a great place to find new unit material. For example, if you are adding a diverse novel in verse such as The Crossover, Booked, or Swing by Kwame Alexander, The Poet X by Elizabeth Acevedo, Under the Mesquite by Guadalupe Garcia McCall,or Long Way Down by Jason Reynolds, can use my novel in verse template to plan out your activities. I made this universal novel in verse vault that already has the work done for you. Just add one or more of these engaging and inclusive books and you are set.

And here's a list of my secondary ELA cohorts to shop from:

Tanesha B Forman my quick pick: "Still I Rise" by Maya Angelou - A Close Read

Donut Lovin' Teacher my quick pick: Netflix and Notes: Who Was? ENTIRE 1st SEASON

Secondary Urban Legends my quick pick: The Hate You Give Novel and Music of Protests

The Dapper Teacher my quick pick: House On Mango Street Vignette Writing Project

LoveTeachRepeat by Vennieta Grant my quick pick: Virtual Interactive Gallery Walk: Featuring Artist, Kadir Nelson

James Whitaker my quick pick: Poetry of Tupac Shakur Unit Study

Rap Opera for Kids my quick pick: Root Words Prefixes and Suffixes Worksheets with Passages Using Rap Songs #1

Obstacle 4: You or your coworkers feel that certain classics are non-negotiable

What if you can't bring yourself to replace a white male author classic for a more inclusive option? I saved this toughest obstacle for last. As an English teacher and literature lover, I get it. It's hard for me envision a world where students can't have a conversation about universally referenced classics like The Great Gatsby, Lord of the Flies, or Animal Farm.

Here's how my team approached this issue:

First, the teachers I work with met and talked about which classics they were willing to cut. As you can imagine, opinions vary wildly, but ultimately, cuts were made.

Next, teachers worked through moving the classics they wanted to keep. For example, Lord of the Flies was moved out of 12 th grade British Literature to 9 th grade freshmen English. The goal was to move the classics based on reading levels and themes while ensuring each grade level had room to incorporate new diverse books.

Then, teachers spent months researching and reading to come up with diverse titles that would fit their curriculum needs.

Some chose to do pairings such as Just Mercy: A story of Justice and Redemption with To Kill a Mockingbird or Wild: From Lost to Found on the Pacific Crest Trail by Cheryl Strayed with Into the Wild or The Harlem Renaissance with The Great Gatsby. Others chose books based on skills and interest levels. For example, we got several new diverse novels in verse as I mentioned above.

Change is tough. It takes a lot of work, but it's always worth it. My parting advice on creating a more inclusive and diverse ELA curriculum is that instead of thinking about what you are giving up, think of what you will gain.

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How to do a Diverse ELA Curriculum Audit - Building Book Love

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Learn how to do a simple ELA curriculum audit and add more diversity your ELA unit plans. This post offers diverse ELA reflection and action tips.

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Provide a safe space for students to explore vocabulary that is related to class content, but may be personal, cultural, or controversial. Display vocabulary from texts and encourage class discussion to enhance understanding and "help students see relationships between words and ideas."

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Provide students opportunities to reflect on content material and consider how they do or do not connect with it. Share experiences in the classroom to allow multiple perspectives to be heard. Teachers may choose to provide a physical "wall" in the classroom to display reflections or create an online platform where students can contribute.

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Listenwise provides hundreds of short podcasts or lesson materials that provide insight or enhance lessons. Teachers can use podcasts as stand-alone learning activities or pair them with existing curriculum. Listenwise podcasts include diverse and inclusive topics, such as LGBTQ+, women's history, stories from Latino and Hispanic heritage, Black and African American heritage, individuals with disabilities, Native American stories, and Asian and Pacific Islanders heritage. Stories and materials are categorized by grade level. Teachers must have an account to access the materials.

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3 Tips for Using Podcasts to Teach Windows, Mirrors, and Doors

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Discover how our podcast collections can provide windows, mirrors, and doors that illuminate students’ experiences and enrich learning.

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Image: This 3-part lesson uses the short film "Bibi" to explore identity and intersectionality. Students reflect on their own identities, engage in meaningful discussions with classmates, and compose reflective letters.

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Part 1: This lesson provides opportunities for students to explore their personal identities and diversity. Lesson materials include identity diagrams and the short film, Bibi, which "sparks critical conversations about identity, culture, family and belonging."

Part 2: This lesson explores intersectionality and how it relates to privilege and oppression. Students reflect on their identity circles from part 1 and discuss their findings in small groups. Lastly, groups discuss how intersectionality is portrayed in "Bibi."

Part 3: In the concluding lesson, students write letters explaining the concepts they have learned. Students explore how communicating through letters may enhance connection and understanding.

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This insightful blog post comes from an experienced ELA teacher who strives to incorporate relevant and diverse materials into her ELA curriculum. The article explains why it is important and how to make changes to your classroom library, teaching materials, and lesson preparations.

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Reading Diversity in High School English Curriculum: Why it’s Important and How to Incorporate it - The Daring English Teacher

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If you do a quick Google search of literature read in high school - you get a pretty skimpy list.

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Image from: The Daring English Teacher. 

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Modern Connections to Classic Texts: The Catcher in the Rye

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Modern Connections to Classic Texts: The Catcher in the Rye

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The article from The Daring English Teacher provides ideas for pairing new texts with the classic novel, "The Catcher in the Rye." The group of suggested novels includes multicultural and LGBTQ+ perspectives. This group of novels would provide variety to a coming-of-age literature unit and offer reflective discussions.

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Diversity, Equity, and Inclusive Vocabulary

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Diversity, Equity, and Inclusive Vocabulary

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Introduce vocabulary and encourage students to reflect on anti-bias concepts. This writing activity could be implemented in both pre and post reading, as well as an independent reflection activity. ELA teachers may choose to assign "meaning-making paragraphs" for each unit of study.

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What?

Students learn the meaning of vocabulary words by writing the word in multiple ways. Students write guided paragraphs about words from the central text then share their writing with peers.

When?

Meaning-making paragraphs allow students to practice integrating words and concepts authentically and in multiple ways. The structure reinforces the elements of a strong paragraph. Students take ownership of this activity by answering a peer-written question and writing their own sentence; they teach and learn in the process.

1. Choose vocabulary words from the central text. From those, select one or more for this activity.

2. Direct students to work individually, in pairs or in groups.

3. Provide students with a dictionary, glossary or student-friendly definition of the word.

4. Have students write paragraphs about their word following these directions:

Sentence 1: Use the word in context.

Sentence 2: Do not use the word, but further explain it.

Sentence 3: Use the word and contrast it to an antonym.

Sentence 4: Use the word and define it.

5. Ask students to check for peer understanding by posing a written question at the end of the paragraph and having their peers use the vocabulary word in a sentence (see sample).

Connection to anti-bias education

Tier Two vocabulary words are highlighted within the central texts. Tier Two words occur in high frequency across a variety of disciplines and are important for comprehension. They offer students a more precise way to describe critical anti-bias concepts using vocabulary such as unjust, inequitable or iniquitous (all Tier Two words).

Sample meaning-making paragraphs:

From 1955-1956, African Americans in Montgomery, Alabama, organized a bus boycott to protest the segregation of public transportation. On December 5, 1955, 90 percent of Montgomery's black citizens did not ride the buses to school or work. For the black citizens of Montgomery, the boycott was a powerful act of self-respect and showed their disapproval of the unfair Jim Crow laws they had suffered under. By acting together, participants made the bus boycott a historic success. In 1956, the Supreme Court ruled that segregation of public buses is unconstitutional.

From 1955-1956, African Americans in Montgomery, Alabama organized a bus boycott to protest the segregation of public transportation. On December 5, 1955, 90 percent of Montgomery's black citizens stayed off the buses in a nonviolent show of resistance to racial segregation. For the black citizens of Montgomery, the boycott was a powerful act of self-respect and a rejection of oppressive Jim Crow laws they had suffered under. By acting together and refusing to participate in an unjust system for more than a year, participants made the bus boycott a historic success ending with a 1956 Supreme Court ruling that found segregation of public buses unconstitutional.

Multiple-choice question:

Boycott means:

_____ To act together by not using, buying or dealing with a business as an expression of protest or disfavor or as a means of coercion.

_____ To protest racial segregation by appealing to the courts, particularly in the Jim Crow south.

_____ To make history by working together for something that you believe in.

Sentence using the word boycott: My sister wants our friends and family to boycott the restaurant by our house because it serves veal.

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Students learn the meaning of vocabulary words by writing the word in multiple ways. Students write guided paragraphs about words from the central text then share their writing with peers.

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This article provides five meaningful ways for teaching social justice in ELA class, including reading nonfiction articles, including diverse perspectives in the curriculum, teaching students to look for justice, incorporating intentional discussions in class, and giving students opportunities to speak out on topics that matter to them.

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Do you want to be teaching social justice in ELA but you don't know where to start? Check out these tips, resources, and low-prep projects.

The title of this post is a bit misleading. Social Justice is part of teaching about our society and culture, and that is our principal work as ELA teachers. Our tools of choice are stories and communication, and we can interweave those in the goals of social justice.

What is Social Justice?

Social Justice is the acknowledgement of disparities in wealth and opportunities in our society based on race, class, gender, sexuality, and ability and an engagement in the effort to decrease those disparities. Therefore, developing an ad campaign to raise awareness about childhood poverty? Social justice. Writing an argumentative essay about why the town library should be wheelchair accessible? Social justice. This is political, but not partisan, and it is absolutely the domain of ELA teachers to share it with students.

Tips for Teaching Social Justice in ELA:

The biggest message I want to send today is that this is not an either/or situation. It's not standards vs. diversity, or analyzing literature vs. talking about the issues. We can do both. Teaching Social Justice can be just as rigorous as teaching a "classic text." Many Common Core standards are foundational to teaching Social Justice in ELA. Additionally, many students will find it easier to connect to read issues than fictional ones.

Reading a nonfiction article about an important issue? You can apply any standard from CCSS. ELA-LITERACY. RI.9-10.1 through CCSS. ELA-LITERACY. RI.9-10.6. Watching/listening to a political debate? CCSS. ELA-LITERACY. SL.9-10.3. Discussing issues with their peers? CCSS. ELA-LITERACY. SL.9-10.1.

Another incredible tool is Teaching Tolerance's Social Justice Standards. They provide straightforward ways to measure student's ability to understand and react to injustice. From K-2 ("I know everyone has feelings, and I want to get along with people similar to and different from me.") to high school ("I can explain the short and long-term impact of biased words and behaviors and unjust practices, laws and institutions that limit the rights and freedoms of people based on their identity groups.")

Integrate different perspectives and voices throughout your curriculum

Representation matters, y'all. According to projected numbers from the 2020 Census Bureau, most children living in the United States are students of color. In order to best meet the needs of all learners, it's critical that students see themselves reflected in the works presented to them. Research shows readers make meaning and build knowledge when engaging with texts that they can relate to. Students have their very existence affirmed when they read texts written by and about people from their own culture, religion, orientation, etc. They learn their voices matter and that their stories secure an important place within the larger human experience. Books also have the power to serve as windows, exposing students to lives that may differ from their own, leading to increased empathy instead of increased apathy.

Find more actionable steps towards diversifying your curriculum here.

Even if your list of required texts is 100% dead White guys (more on that later!) you can provide supplemental materials to bring in some diversity. Many teachers are working to diversify their curriculum to include more voices. I've been working with Dr. Sheila Frye (from Teaching Literacy) on a project called "Rethinking the Classics" to help teachers find supplemental texts and curriculum updates. So far, we have covered , , , and , and we have many more to come.

Do you have a specific required text that you'd like to make more inclusive? Reach out to me @nouvelle_ela and I'll see if I can help 🙂

Teach students to think critically about the media they consume. You can start with the list of required reading for your school. Whose voices are being heard? What perspectives are missing? Have students brainstorm a list of books that could replace core texts and make the curriculum more inclusive.

Based on this, students will learn to apply a critical lens to news stories, television, movies, etc. You might be familiar with the Bechdel-Wallace Test, a measure of the characterization of women in fiction. Different groups have proposed or developed other tests inspired by the Bechdel Test, like the Native Bechdel Test and the Race Bechdel Test. (These are just tools. No single test can determine something's total worth, and a piece of media can "pass" a test while still being problematic.)

I also recommend sharing the Every Single Word project with your students. Its creator Dylan Marron produces supercuts of blockbuster movies, but only the words spoken by actors of color. The entire Harry Potter franchise video is 6:18, ET is seven seconds, and Jaws is even worse.

Include intentional discussion about Social Justice

When teaching Social Justice in ELA, it's vital to carve out time for students to dialogue. One way to do this is through a Social Justice Lit Circle. Students will probably have some powerful reactions to the content. Black and POC students might feel triggered, and White students might experience White fragility when confronted with the harsh realities of racial injustice. Worried about the discussion staying calm and civil? You can check out these for facilitating a respectful classroom on sensitive issues. Then, you and your students can work together to set out rules and expectations for classroom discussions (CCSS. ELA-LITERACY. SL.9-10.1. B)

You could also make time for these kinds of discussions in response to current events. On the blog myself and nine other ELA teachers share our tips for covering current events in the classroom.

I think that many kids instinctively get the concept of fairness, and with our support, they can tackle tough issues like systemic racism. Using a Lit Circle is a great way to dig into a complex issue.

One way I implement social justice lit circles in my classroom is when I teach Black History. While it's important to celebrate the achievements and legacies of Black Americans from all walks of life, it's also important to recognize that we have not yet realized Dr. King's dream of equality. Teaching Black history means taking an honest look at how far we've come, and how far we still have to go. Students discuss Black Lives Matter, current research, and more in their lit circles.

This article by a first-grade teacher shows how he connects the dots from Civil Rights era history all the way up to BLM's mission today. Naomi O'Brien from @readlikearockstar has an amazing video about teaching elementary students about racism. Students aren't "too young", as long as our approaches are developmentally-appropriate.

Part of teaching your students that their voice matters is teaching them how to amplify that voice. Depending on what grade(s) you teach, your students are likely active on social media. Gen Z is already using social media to influence politics in ways that are groundbreaking and surprising. But that doesn't mean they can't learn from you. Have your students explore other ways expressing themselves, like writing to their elected officials. You could even have a "letter writing workshop" in your classroom! Have students find their elected officials and then read from the ACLU on writing an effective letter or email.

Composing an op-ed, or a letter to an editor can be a great way to practice argumentative writing. It's also a great way to get students thinking locally. Brainstorm some local issues students are concerned about. Do they have a potential solution? Is there an issue they feel isn't getting enough attention? Have them share their concerns with the local paper instead (or in addition to!) posting about it on social media. (CCSS. ELA-LITERACY. SL.9-10.4) Remind them that if they expand their medium, they will broaden their audience.

Bonus tips for teaching social justice in ELA:

✨ Boost your student's media literacy

Media literacy is vital for everyone. Your students might see themselves as masters of social media, but they can still fall prey to "fake news" and bot accounts posing as real people. I recommend having students take the Clemson University quiz, Spot the Troll, after you've taken it yourself, of course! This can be an individual activity, or you and your students can share your results and have a classroom discussion about it. What tactics were the troll accounts using? Were you more likely to trust an account that was posting views you agreed with? How are these false stories and bot accounts influencing the social media experience? (CCSS. ELA-LITERACY. SL.9-10.3)

✨ Teach the REAL history of BIPOC communities YEAR-ROUND

Don't just teach Black history in February, Latine history in Latine Heritage Month, etc. Teaching BIPOC history is teaching American History and World History, and learning it helps everyone develop a sense of empathy, community, and empowerment. It places value on all individuals, ideas, and accomplishments. We owe our students more than a single story.

Additionally, be sure to avoid the too-often whitewashed version of history that silences injustices that can make white folks feel "uncomfy." Example? I've got you covered.

Too many times, Dr. MLK Jr. is presented as a "dreamer," but this is not the whole story. Black scholars have described this action as the "whitewashing" or "gentrification" of Dr. King. A 2018 think-piece in Essence describes it as a "willful decision to mis-characterize his person and work."

I encourage you to reflect on the image of Dr. King that we are portraying to our students. As often as he mentioned loving and hoping, he spoke of struggling and fighting for justice. In "Letter from a Birmingham Jail," he wrote, "We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed." If you're ready to dig deeper, check out this piece from Medium.

✨ Celebrate BIPOC accomplishments

Ask yourself: Do your Black History Month lessons center on Black folks as the heroes of their own stories? #MoreOfThis. We have to give an honest picture of the injustices that have been/are being waged against Black Americans, but be careful not to position them as the victim in every story.

Be sure to check your resources to ensure they celebrate the accomplishments and cultural achievements of BIPOC communities when teaching social justice in ELA! For example, this mini-series with Henry Louis Gates, Jr. contains an excellent collection of primary and secondary stories celebrating Black Americans that are sure to engage and inspire your students.

✨ Avoid portraying monoliths

When teaching social justice in ELA or any BIPOC history to our students, it's important to show that scholars, activists, and creators are not always united in their views. To suggest otherwise would portray a monolith that doesn't exist.

Some more current examples? Consider Michael Eric Dyson and Cornel West. Or Spike Lee and Tyler Perry. They are arguably two of the most famous Black filmmakers, but they (and their art) are very different, and these differences have led to some verbal sparring in the press.

✨ Be mindful of simple accessibility tips

Even something as minute as encouraging movement in your classroom (which is immediately doable) can increase your accessibility for students. My rule is that they can get up from their desks (or work standing at the back counter), but the same standards of behavior apply for everyone.

Another movement suggestion? Halfway through our 45-minute lesson, we stop for a cross-body brain break. This two-minute activity can be touching a hand to the opposite knee or lifting a shoulder and opposite foot. When we cross the midline, we strengthen our physical intelligence and wake up the senses.

One more for the road: My favorite trendy activity is Escape Rooms. I love the collaboration and critical thinking aspect of these, but I also LOVE the movement! One way to add movement to any Escape Room is to hide clues throughout the classroom. Students are excited to look around and, moreover, this helps them burst their own desk "bubble".

Final thoughts:

I hope this post has left you feeling excited and prepared for teaching social justice in ELA. How do you talk to your students about the tough topics? Do you have any favorite books or resources for addressing social justice issues? Comment below so we can all learn!

Stay connected with me on Instagram @nouvelle_ela. I'm constantly sharing tips and ideas from myself and other amazing members of "Teachergram."

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5 Powerful Tips for Teaching Social Justice in ELA - Nouvelle ELA Teaching Resources

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Do you want to be teaching social justice in ELA but you don't know where to start? Check out these tips, resources, and low-prep projects. The title of this post is a bit misleading. Social Justice is part of teaching about our society and culture, and that is our principal work as ELA teachers.

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Penguin Random House shares specific book suggestions for teachers to pair contemporary and classic texts in the classroom. The article claims students "use high-level thinking to determine similarities and differences in style, structure, and essential truths. Paired texts provide relevance and open entry points to new ideas and cultures." The contemporary texts provide viewpoints that relate to various cultures, genders, socioeconomic status, and sexual orientation.

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Penguin Random House Secondary Education

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New High School Thematic Educator Guide: Contemporary and Classic Pairings - Penguin Random House Secondary Education

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When students read classic and contemporary texts together, they use high-level thinking to determine similarities and differences in style, structure, and essential truths. Paired texts provide relevance and open entry points to new ideas and cultures. This guide pairs the following books: This Is My America and To Kill a Mockingbird Lessons in Chemistry and

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Examining Justice: Text pairings when teaching To Kill a Mockingbird

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Examining Justice: Text pairings when teaching To Kill a Mockingbird

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This post addresses incorporating new material and discussion points if teaching To Kill A Mockingbird is part of your ELA curriculum. The post includes a few book suggestions for teachers and students to read to provide diverse perspectives. Text suggestions include Just Mercy (YA adapted), I Am Scout, and This Book is Anti-Racist. Teacher, Lesley Younge, explains that "adding these books increased my students’ exposure to non-fiction texts and also brought in the external ideas we needed to read TKAM critically."

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If you have to teach TKAM, there are a few books I recommend to supplement both teacher and student understanding AND to bring the book into the 21st century. Adding these books increased my students' exposure to non-fiction texts and also brought in the external ideas we needed to read TKAM critically.

Just Mercy the non-fiction memoir of super lawyer and activist Bryan Stevenson. The adaptation for young readers is a great text to supplement To Kill A Mockingbird. The first chapter is even called "The Mockingbird Players", and it is about a case Stevenson took in Monroe County that has many similarities to the situation surrounding Tom Robinson's trial. We only read the introduction and Chapter 1 but my students immediately made the connection. We were also able to talk about hard history topics like miscegenation laws, Loving vs. Virginia, and racial inequity in death penalty sentencing. It is good lead into the lynching work of the Equal Justice Initiative, which should definitely be taught after Chapter 15. Some schools choose to read Just Mercy instead of TKAM, especially if the goal is to teach about racism in the justice system, but even if it's not a total replacement, a paired reading is really useful.

I am Scout is a young reader's adaptation of a biography written by Charles J. Shields. I personally am fascinated by the story of Harper Lee as a writer, especially since becoming a soon-to-be-published author. How does a one-hit wonder become a cultural icon? The people need to know! Her life itself is NOT very interesting. She wrote the book (with significant help from her editors), won a prize, then just went back and forth between New York City and Alabama for the rest of her life. The hype built up around her, but it wasn't because of her. She stopped giving interviews or speaking about the book in 1964! There is a thread about Truman Capote contributing to her literary relevance, but even that is limited to certain circles (I can only picture Philip Seymour). The story of Harper Lee's celebrity and her book's legacy is what really keeps me interested in TKAM, but mostly because it says so much about us, and not a lot about her. Kind of like the Kardashians.

Our all middle school read this year was This Book is Anti-Racist as part of the preparation for our annual Day of Dialogue. It is a gem of a book that clearly guides young people through important concepts and terminology. Tiffany Jewel actually did a virtual book visit as part of the day, which was lovely. It was extremely helpful that so many students were primed to talk about race and use related vocabulary. In particular, we were able to critique the messages Atticus gives to Scout about the language and racial slurs she is exposed to. Using quotes from the book, we examined scenes where different characters speak up or stay silent.

It also gave us a chance to review what students might say in a situation that calls them to be an upstander.

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If you have to teach TKAM, there are a few books I recommend to supplement both teacher and student understanding AND to bring the book into the 21st century. Adding these books increased my students' exposure to non-fiction texts and also brought in the external ideas we needed to read TKAM critically.

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This PDF is a guide for educators to help them prepare to address difficult topics in their classrooms, such as racism, discrimination, gender bias, etc. The guide encourages self-reflection for teachers and provides strategies for communicating with and teaching students about difficult topics. The guide includes links to teaching resources and classroom activities.

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Each student brings a unique and valuable perspective to the classroom. Teachers have a powerful role in creating a classroom community where students feel valued, represented, and empowered. This teacher toolkit provides resources to develop a culturally responsive and inclusive environment in your language arts classroom to encourage students to share their voices.

Representation matters; students who see themselves reflected in course materials may develop a sense of belonging, confidence, and greater engagement. Teachers can create meaningful and rich learning experiences for all students by incorporating relevant and diverse perspectives. This toolkit aims to cultivate classrooms that empower students to embrace their unique identities and learn from one another.

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Book Recommendations for New High Schoolers

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Book Recommendations for New High Schoolers

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This site provides nine books for teachers to assign or recommend for rising high schools. The variety of books encourages students to choose something that piques or represents their interests. The selections "explore relevant social issues, and highlight the challenges that new high schoolers face in their lives."

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Being a teenager is tough, even more so in 9th grade, when it feels like the adults "just don't get it". That's why it's critical for students to see themselves reflected in classroom materials, including in summer reading lists.

Our summer reading list for 9th grade features a variety of BIPOC authors and diverse characters from a variety of backgrounds. We've also selected works that explore relevant social issues, and highlight the challenges that new high schoolers face in their lives (because who couldn't use a little extra help navigating the first year of high school?)

While we would love for our students to read all the books on this list, we recommend letting students choose a few that pique their interest. Why? Because book choice is key to student agency and motivation.

Now, let's get to the 9th grade summer reading recommendations!

Deepfake explores the realities of cyber security and social media, challenging students to be critical of what they post, consume and believe online. The book centers around Dara and Will, Greenpoint High's biggest overachievers. They're in an intense competition for the title of 'valedictorian' until a video of Dara accusing Will of cheating on the SATs goes viral. The only problem? Dara swears she never said any of those things even though she's clearly pictured in the video. Your students will learn the dangers and complexities of misinformation on the internet, making this a great jumping off point for critical thinking discussions.

This timely and poignant read follows sixteen-year-old Starr Carter who lives her life between two worlds, her poor neighborhood and the fancy suburban prep school she attends. Starr finds it difficult to navigate with ease between these two alternate realities but her fragile balance is shattered when she witnesses the fatal shooting of a friend at the hands of a police officer.

Students will get a narrative, first-hand account of everyday life and issues in current America. This book is a great class-wide conversation starter.

Life on 145th Street, Harlem isn't what you'd expect. In this collection of ten stories, award-winning author Walter Dean Myers paints a multi-faceted picture of life as Harlem's residents experience it. Different characters tell tales of struggle, love, injustice, bravery - the good and the bad laid bare for all to see. This book is sure to engage readers who struggle with longer novels, and is an excellent gateway for discussions about issues that affect marginalized communities.

Struggling to get reluctant readers to even pick up a book? Read to Lead: After the Storm is not a book, but it sure will get students reading! After the Storm is the third series on the game-based learning platform, and with each game completed, students rack up approximately 5,000 words read. It's designed to meet anchor standards and is catered to the Lexile range for 9th grade, in addition to allowing students to interact with diverse characters and learn more about different careers. Game-based learning is also a fantastic way to drive student interest and motivation. Get your students started with their summer reading program by signing up for a free account !

Inspiration and engagement are crucial to keeping students reading during summer. We hope these multicultural books encourage them to explore diverse books, expand their minds, and open themselves up to new perspectives.

What are your top picks for 9th graders this summer? We'd love to hear from you! Share your top picks below in the comments section.

About Read to Lead

Read to Lead uses the power of game-based learning to empower middle school students to build literacy, life, and career skills. Teachers can sign up for a free account to get started!

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What should my 9th graders be reading this summer? There are lots of books out there. We've chosen to highlight books that celebrate diversity and inclusivity and tackle the real-life challenges that new high schoolers embark on a daily basis.

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https://www.cultofpedagogy.com/culturally-responsive-teaching-strategies/

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https://www.learningforjustice.org/classroom-resources/teaching-strategies/word-work/word-wall

https://thedaringenglishteacher.com/reading-diversity-in-high-school/

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http://www.georgeellalyon.com/where.html

https://voiceofoc.org/wp-content/uploads/2017/01/MLK-Lifes-Blueprint.pdf

https://www.learningforjustice.org/classroom-resources/teaching-strategies/close-and-critical-reading/window-or-mirror

https://www.learningforjustice.org/classroom-resources/lessons/bibi-lesson-1-what-makes-us-who-we-are-9-12

https://www.learningforjustice.org/classroom-resources/lessons/bibi-lesson-2-intersectionality-in-bibi-9-12

https://www.learningforjustice.org/classroom-resources/lessons/bibi-lesson-3-the-power-of-letter-writing-9-12

https://www.learningforjustice.org/classroom-resources/teaching-strategies/word-work/meaningmaking-paragraphs

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https://twowritingteachers.org/2019/01/29/inclusive-mentor-texts/

https://www.wgvu.org/blogs/education-blog/books-as-mirrors-and-windows/

https://diversebooks.org/

https://socialjusticebooks.org/selecting-and-rating-titles-for-social-justice-books/

https://school.teachingbooks.net/tb.cgi?lid=1716

https://www.edutopia.org/article/22-diverse-book-choices-all-grade-levels/

https://readtolead.org/top-multicultural-summer-reading-list-for-9th-grade/

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https://buildingbooklove.com/meaningful-fun-activities-for-teaching-the-great-gatsby/

https://teachnouvelle.com/teaching-romeo-juliet/

https://diversityinmind.com/diversifying-the-curriculum-shakespeare/

https://www.mackincommunity.com/2022/10/17/punching-the-air-a-fresh-pairing-for-the-outsiders/

https://www.bespokeclassroom.com/blog/2022/7/2/how-to-add-diversity-to-a-british-literature-course

https://thedaringenglishteacher.com/modern-novels-to-pair-with-classics-2/

https://penguinrandomhousesecondaryeducation.com/2024/05/14/contemporary-and-classic-pairings/

https://teacherlesley.com/2022/05/13/teaching-tkam-read-these/

https://teachnouvelle.com/product/inclusive-text-pairings-9th-grade-texts/