THURSDAY, NOVEMBER 21

A SESSIONS / 9:30–10:45 A.M.

A.01 Spirited Inquiry with the National Ioanna Opidee, Weston High School, MA Bryn Orum, University of Wisconsin, Madison/Greater THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, G Writing Project Madison Writing Project BALLROOM I & III TE Leslie Patterson, North Star of Texas Writing Project (NWP) Join the National Writing Project Network to Margaret Peterson, University of Maryland, College Park share and learn about the scope of work taking Dina Portnoy, Philadelphia Writing Project, PA place at writing project sites across the nation. Samuel Reed III, The U School, Philadelphia, PA Topics will include place-based writing; Summer Dorothy Reeser, Captain Shreve High School, Shreveport, Institutes; College, Career, and Community LA Writers Program; our partnership with National Peggy Savage, School District of Philadelphia, PA Parks; and more! Kevin Scharlau, Penn State Harrisburg, Mechanicsburg Chair: Christina Cantrill, National Writing Project, Marybeth Shea, University of Maryland Writing Project Berkeley, CA Bethany Silva, University of New Hampshire Roundtable Leaders: Molly Adams, Ennis ISD/North Star Elizabeth Singleton, University of Maryland College Park of Texas Writing Project Shana Sterkin, University of Maryland Writing Project Robin Atwood, South Mississippi Writing Project, Josh Tetenbaum, Muriel S. Snowden International School, Hattiesburg MA Maureen Barclay, Captain Shreve High School, Carla Truttman, Northern California Writing Project Shreveport, LA Kelly Virgin, Kennett Consolidated School District, Courtney Brown, LSU Writing Project Kennett Square, PA Kelly Burns, Poudre School District, Fort Collins, CO Diane Waff, University of Pennsylvania, Philadelphia Cris Constantine, National Park Service, Northeast Michele Walden-Bell, Philadelphia Writing Project, PA Regional Office Carol Wickstrom, University of North Texas/North Star Linda Denstaedt, Oakland (MI) Writing Project of Texas Writing Project Amy Douglas, Captain Shreve High School, Shreveport, LA Ted Fabiano, Blue Valley Schools, Olathe, KS A.02 Teaching beyond Fear: Inquiry Claudia Gentile, NORC, Ewing, NJ M around Gun Violence in the English Leah Goldberg Heang, Excel High School, MA MS Language Arts Classroom Sarah Hamm, Captain Shreve High School, Shreveport, LA C BALLROOM II Dominique Herard, Boston Writing Project/Public TE Schools of Brookline, MA Beginning with a keynote from YA author Tom Kevin Hodgson, William E. Norris Elementary School, Leveen, this roundtable utilizes experiences Southampton, MA and expertise from English educators, young Judy Jester, Kennett Consolidated School District, adult literature authors, classroom teachers, Kennett Square, PA and mental health professionals in order to Melissa Jones, Penn State Harrisburg, Mechanicsburg consider how secondary English language Heather Knight, Missouri Writing Project arts can address school gun violence. More Michelle Koopman, University of Maryland Writing Project specifically, presenters will discuss using young Karen MacNamara, Kennett Consolidated School District, adult literature and writing strategies to guide Kennett Square, PA students as they explore difficult issues, such as Ann-Marie Maloney, University of Maryland Writing Project violence in schools. Michelle McGee, University of Maryland Writing Project Chair: Steven Bickmore, University of Nevada, Las Vegas Charlie McGeehan, The U School, Philadelphia, PA Roundtable Topics and Leaders: Vicki McQuitty, Towson University, MD Roundtable 1: “Using Mercy Rule to Tell the Truth Kelly Mogk, North Star of Texas Writing Project (NWP)/ about School Shootings” Hill School of Ft. Worth James Blasingame, Arizona State University, Tempe Rich Novack, Teachers College, Columbia University, New York, NY

46 2019 NCTE ANNUAL CONVENTION PROGRAM A SESSIONS / 9:30–10:45 A.M. THURSDAY

Roundtable 2: “Empowering Students to Examine Gun successful advocacy, build curriculum that Culture through Rhetorical Analysis” includes local histories, and learn about policy Jonathan Bush, Western Michigan University, Kalamazoo within ESSA. Join in a discussion on ways Roundtable 3: “Welcoming Ghosts into Our Classroom: veteran educators and retirees can remain A Long Way Down” active in the profession after retirement. Sarah Donovan, Oklahoma State University, Stillwater Actively participate in dialogue focusing on antidiscrimination protections for transgender Roundtable 4: “Writing through Pain: How Teachers students. Can Support Writing as Therapy for Students Processing Trauma” Chair: Tiffany Rehbein, Laramie County School District Jason Griffith, Penn State University, State College #1, Cheyenne, WY Molly Buckley-Marudas, Cleveland State Roundtable 5: “Speaking Up and Speaking Out” Presenters: Alice Hays, California State University, Bakersfield University, Shaker Heights, OH Tessla Donovan, Ellington High School, CT Roundtable 6: “Exploring the After-Effects of Charles Ellenbogen, Campus International High School, Traumatic Events with Are You Still There” Cleveland, OH Maria Hernandez Goff, California State University, Fresno Kate Lechtenberg, University of Iowa, Iowa City Roundtable 7: “Teaching beyond Fear” Alejandra Reynoso, June Jordan School for Equity, San Tom Leveen, Skyhorse Publishing Francisco, CA Roundtable 8: “Believing and Helping Leonard Anna J. Small Roseboro, Grand Rapids, MI Peacock” Serena Salloum, Ball State University, Muncie, IN Gretchen Rumohr-Voskuil, Aquinas College, Zeeland, MI Virginia Scott, Monticello High School, Charlottesville, VA Roundtable 9: “Adolescent Counter-Storytelling: Elizabeth Simison, University of Connecticut, Finding Youth Voice and Truth in That’s Not What Farmington Happened” Brittany Sullivan, Monticello High School, Crozet, VA Shelly Shaffer, Eastern Washington University, Cheney Roundtable Topics and Leaders: Roundtable 10: “Dear God, Not Another One: Roundtable 1: “Antidiscrimination Protections for Addressing School Shootings with Preservice Transgender Students” Teachers” Brenda Barron, GLSEN Melanie Shoffner, James Madison University, Harrisonburg, VA Roundtable 2: “Policy Insights” Kayla Chonoles, James Madison University, Harrisonburg, Bob Dandoy, Pennsylvania Council of Teachers of VA English Language Arts Bria Coleman, James Madison University, Harrisonburg, VA Roundtable 3: “Student Advocacy” Anita Harrington, James Madison University, Darlene Dyer, Blaine County School District, ID Harrisonburg, VA Roundtable 4: “Barriers to Fostering Civic Sarah Pope, James Madison University, Harrisonburg, VA Discussion” Antero Garcia, Stanford University, CA Roundtable 11: “History of Violence: Guns, US Nicole Mirra, Rutgers University Education, and American Exceptionalism” Paul Thomas, Furman University, Greenville, SC Roundtable 5: “Arts-Based Advocacy” Jazmen Moore, Banks Center for Educational Justice, Roundtable 12: “Exploring the Blame Game through a University of Washington, Seattle Scout’s Lens” Melissa Williamson-Pulkkinen, University of Roundtable 6: “ESSA Policy and Graduation Rates” Massachusetts, Lowell Elizabeth V. Primas, National Newspaper Publishers Association A.03 The Spirit and Inquiry of Advocacy, Roundtable 7: “Strategies for Successful Advocacy” G Policy, and Teacher Voice Rebecca Bowers Sipe, Eastern Michigan University, Ypsilanti BALLROOM IV Roundtable 8: “Dismantle Oppressive Systems” Sponsored by the NCTE Secondary Section Holly A. Spinelli, Hudson Valley, NY Steering Committee Learn how creating safe spaces for LGBTQ students also creates safe spaces for all students. Participants will review strategies for

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A.04 Nurturing the Spirit of Inquiry A.05 A Shared Journey of Inquiry: An E through Strategic Classroom E Exciting, Student-Initiated, Second- M Design: Structures and Processes Grade Inquiry Project That Support Curiosity, Mindfulness, 302 and the Belonging of All Learners In this workshop, Angela Valco, a New York 301 City second-grade teacher, and Renee Dinnerstein, an EC consultant, will show how

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, Developing learners who imagine, create, and think outside of the box does not happen by Valco’s students went on a journey of inquiry chance! Join us as we share very practical and exploration that made literacy come alive tips and strategies for students and teachers in their classroom. Participants will join Angela to work together in codesigning and setting and Renée in following the journey that the up classroom spaces, cocreating procedures second graders took as they explored their and routines that foster meaningful hands- expanding interest in robots and technology. on experiences, and coauthoring community We will share examples of the teacher’s agreements around belonging so that young preplanning, charts recording schema and learners present and honor diverse ideas wonderings, and examples of work done without fear of rejection or judgment. during choice time. Along with children’s reflection journals there will be visuals and Chair and Presenter: Jessica Martin, growingeducators. video clips from the classroom. com, Heinemann author, Redondo Beach, CA Presenters: Cristina Navarro, growingeducators.com, Presenters: Renée Dinnerstein, Heinemann Redondo Beach, CA Robert Groff, P.S. 244, Astoria, NY Jamaica Ross, Long Beach Unified School District, Angela Valco, P.S. 244, Astoria, NY Redondo Beach, CA Respondent: Matt Glover, Heinemann/Matt Glover Beverly Sanchez, Los Angeles Unified School District, Consulting, Cincinnati, OH Redondo Beach, CA Respondent: Regina Hurh Kim, growingeducators. A.06 Play and Arts-Based Literacy com, Redondo Beach, CA E 303 Panelists will discuss drama as a pathway to critical literacy, play, and writing in the children’s curriculum, and extending conceptions of play-based literacy instruction. Chair: Dawn Martin-Young, Oklahoma State University, Sand Springs Presenters: Justine Bruyere, Vanderbilt University, Brentwood, TN Sharon Peck, SUNY Geneseo Dorothy Suskind, Longwood University, Farmville, VA

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A.07 Engaging in a Spirited Inquiry: Tracey Flores, The University of Texas at Austin E How We Raise Students’ Social Valente Gibson, Richland Two School District, Columbia, SC, “Speak Your Heart, Don’t Bite Your M Awareness and Develop Empathy Using Literature Tongue: Honoring Scholars’ Voices through Culturally C Sustaining Literacy” 304 Tambra O. Jackson, Indiana University, Purdue TE How do we raise our collective social University, Indianapolis, “Culturally Relevant Literacy awareness in classrooms by creating Centers” opportunities to access quality literature and Wanda Jaggers, Jefferson County Public Schools, IN, have rich conversations about issues and “Disruptions in a First Grade: Examining Equity and themes? How can we help ourselves and our Advocacy with Young Learners” students understand our reading and writing Laryn Morgan, Indianapolis Public Schools, IN, identities, and how each unique identity “Culturally Relevant Literacy Centers” contributes to family, school, and community Mukkaramah Smith, Richland One School District, cultures? Videos and student samples help Columbia, SC, “‘Hey, Black Child. Do You Know Who educators observe and reflect upon how You Are?’: African Diaspora Literacies with First students read, write, and discuss life lessons Graders” learned from literature in exploring personal Sandra Springer, Austin Independent School District, identities and social issues. Presenters discuss TX, “¡No Es Justo/That’s Not Fair!: Multilingual Third literature through “windows” and “mirrors” to Graders Reading and Writing for Change” help understand that stories are powerful tools Natasha Thornton, Kennesaw State University, GA, “I for social awareness and identity development. Am, Because We Are: Kindergartners’ Exploration of Identity and Community” Presenters: Mwenyewe Dawan, Phoenixville Area Elaine Nevers Williams, Atlanta Public Schools, GA, “I School District, PA Am, Because We Are: Kindergartners’ Exploration of Lynne Dorfman, PA Writing and Literature Project/ Identity and Community” Arcadia University Kamania Wynter-Hoyte, University of South Carolina, Jen Greene, West Chester Area School District, PA Columbia, “‘Hey, Black Child. Do You Know Who You Aileen Hower, Millersville University, PA Are?’: African Diaspora Literacies with First Graders” Renee Jacobs, Tredyffrin Easttown School District, PA

A.08 Inviting Culturally Relevant/ A.09 Sparking Inquiry with Library of M Congress Primary Sources E Sustaining Practices in Elementary S 306 TE Classrooms 305 Join staff from the Library of Congress to explore the Library’s vast online collections Over the past 25 years, educational scholars and apply techniques to engage students, have documented the impact of a culturally inspire questions, and spark inquiry to develop sustaining curriculum on students’ learning answers. This hands-on session models and identity. These efforts, and others, have strategies to focus and direct research, informed educators of the significance of applying an inquiry-driven instructional attending to the diverse linguistic, cultural, sequence to help students develop questions and social practices that students bring into and research with both primary and secondary classroom spaces. In a series of interactive sources. Participants practice strategies to presentations by elementary teacher and support observation of visual images, close teacher educator dyads, insights into culturally reading of informational text, evaluating and sustaining and asset-based pedagogies will be corroborating sources, and gathering evidence highlighted. Presenters will engage audience to support claims. Participants leave with a members through questions and discussion of self-generated list of action steps to guide video clips, mentor texts, and student artifacts. adapting and applying the featured resources Presenters: Eliza Braden, University of South Carolina, and strategies. Columbia, “Speak Your Heart, Don’t Bite Your Presenters: Cheryl Lederle, Library of Congress, Tongue: Honoring Scholar’s Voices through Culturally Washington, DC Sustaining Literacy” Kathleen McGuigan, Library of Congress, Washington, DC Amy Seely Flint, University of Louisville, KY, “Disruptions in a First Grade: Examining Equity and Advocacy with Young Learners”

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A.10 Centering a Diversity of LGBTQ Larry Malkus, Gilman School, Baltimore, MD Voices in Education Cori McKenzie, SUNY at Cortland MS Michael Molina, Gilman School, Baltimore, MD 307 C Clarice Moran, Kennesaw State University, GA TE Attendees will have the opportunity to hear Keith Newvine, Syracuse University/West Genesee eight authors discuss their experiences writing High School, NY queer/trans narratives, with the added benefit Roland Nipps, Mid-Pacific Institute, Honolulu, HI of discussing strategies for centering LGBTQ Anne Peel, The College of New Jersey, Ewing THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, voices and intersectionality within classrooms Sherrye Tillman, R. L. Osborne High School, Marietta, GA and curriculum. This is an essential session for educators wanting to ensure their LGBTQ A.12 Eclectic and Speculative Fiction students understand that they matter and M C 309 that they have a voice in a society that often S TE underestimates them. This is an eclectic roundtable that includes speculative fiction, cultural awareness, literacy Chair and Roundtable Leader: Robert Bittner, practices, science fiction and fantasy, and University of British Columbia, Langley creative writing exercises! Authors/Illustrators: Lisa Bunker, Penguin e.E. Charlton-Trujillo, Candlewick Chair: Stacey Kiggins, Fairfax County Public Schools, Melissa Grey, Scholastic VA Shaun David Hutchinson, Simon & Schuster Roundtable Leaders: Clare Beams, Doubleday/Knopf Alex London, Macmillan Publishers Mark Oshiro, Tor Teen Sara Bruun, Ringsjoskolan, Hässleholm, Skåne Caleb Roehrig, Macmillan Tiffany Flowers, Georgia State University Perimeter Roundtable Leaders: James Joshua Coleman, College University of Pennsylvania, Philadelphia Alison Hargett, Uwharrie Charter Academy, Asheboro, NC Thomas Crisp, Georgia State University, Atlanta Amy Sampson, Baltimore City College High School, MD Kate Kedley, Rowan University, Glassboro, NJ Anjali Sachdeva, University of Pittsburgh, PA Angel Daniel Matos, San Diego State University, CA Roger Solberg, Edinboro University, PA Cody Miller, P.K. Yonge Developmental Research S. R. Toliver, The University of Georgia, Athens School, Gainesville, FL Amanda Whatley, Uwharrie Charter Academy, Summer Pennell, Truman State University, Kirksville, MO Asheboro, NC

A.11 Disruptive Inquiry A.13 Building Resilience: Stories as Tools for Overcoming Adversity S 308 E M 310 This session seeks to explore how teachers and students can engage in productive, Personal real-life challenges often hinder energized old and new texts through inquiry- classroom learning. Novels with emotional driven disruption. themes offer safe space for young readers to see themselves while building coping and Chair: Enithie Hunter, The Lawrenceville School, NJ literacy skills. Seven middle grade authors Roundtable Leaders: Geoff Bender, SUNY at Cortland join teacher Maria Blackburn in roundtable Ashley Boyd, Washington State University, Pullman discussions on fostering empathy, connection, Darren Crovitz, Kennesaw State University, GA and emotional skills for the classroom and Janine Darragh, University of Idaho, Moscow beyond. Sarah Fleming, Syracuse University, NY Nichole Guillory, Kennesaw State University, GA Roundtable Leaders: Kim Baker, Penguin Random House Saara Liimatta, Urban Assembly School for Criminal Maria Blackburn, Providence Day School, Charlotte, NC Justice, Brooklyn, NY H.M. Bouwman, GP Putnam’s Sons Books for Young Readers Sarah Darer Littman, Scholastic, Inc./Simon & Schuster Christine Day, HarperCollins Karen Rivers, Algonquin Books for Young Readers Nanci Turner Steveson, HarperCollins Alicia D. Williams, Simon & Schuster

50 2019 NCTE ANNUAL CONVENTION PROGRAM A SESSIONS / 9:30–10:45 A.M. THURSDAY

A.14 Behind Closed Doors? Moving A.16 Composing with the Eyes of MS TE Conversations about Sexuality and E Artists: Crafting Multimodal Writing C Gender in Texts into the Classroom M Projects across Grade Levels 311 MS 313 This interactive session highlights the importance In this interactive session, four teachers share of representation of LGBT identities in classrooms. practical strategies for integrating the arts into The panel, three English language arts teachers and literacy instruction in elementary, middle, and a young adult author, offer resources for teachers high schools classrooms. Participants will learn including preparation frameworks, discussion norms, about fourth graders creating multimodal and book suggestions. Along with strategies for performances, seventh graders utilizing leading conversations, panelists will share examples artifacts to support their writing, and tenth of student projects engaging gender and sexuality. graders designing and making books based on their own fictional pieces. All participants Presenters: Erica Bundy, Vanderbilt University, will leave with strategies and resources for Nashville, TN integrating the arts into their own classrooms. Melanie Hundley, Vanderbilt University, Nashville, TN Emily Pendergrass, Vanderbilt University, Nashville, TN Elise Chevalier, St. Andrew’s Episcopal Nic Stone, Random House Children’s Books, “LGBTQ Presenters: School, Austin, TX Young Adult Literature” Ean Fulks, NYOS Charter School, Austin, TX A.15 Stakes Is High: Racial Literacy Brady Nash, Austin, TX Dorothy Weller, St. Andrew’s Episcopal School, Austin, as Inquiry in Elementary and E TX M Secondary Classrooms MS 312 A.17 Indigenizing English Education: TE This panel highlights the journeys of four MS Foregrounding Native American early-career K–12 educators who were able to C Voices, Texts, (Hi)stories, and leverage their inquiries around racial literacy in Communities in Secondary English a master’s level, multicultural education course Classrooms toward the creation of pedagogical initiatives 314 that transformed their students’ perspectives on race and identity. Join a discussion about how secondary English teachers indigenize their curricula Chair: Danielle Filipiak, University of Connecticut, by integrating Native American authors, Storrs musicians, poets, scholars, and contemporary Presenters: Christina Hiras, Landmark High School, issues to promote powerful literacy learning New York, NY for all students. Presenters discuss specific Lauren Kang, University of Connecticut, Storrs activities and units they have developed, and Jenna Stone, University of Connecticut, Storrs audience members will leave with practical Kaylee Thurlow, University of Connecticut, Storrs ideas to implement. Respondent: Yolanda Sealey-Ruiz, Teachers College, Columbia University, New York, NY Chair: Robert Petrone, University of Missouri, Columbia Presenters: Melissa Horner, University of Missouri, Columbia Joaquin Munoz, Augsburg University, Minneapolis, MN Avi Penhollow, Kamaile Academy High School, Waianae, HI Nicholas Rink, Buffalo Hide Academy, Browning, MT Respondent: Timothy San Pedro, The Ohio State University, Columbus

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A.18 Developing a Micro-Credential Adam Falkner, Teachers College, Columbia University, New York, NY S Framework for the Teaching of Writing Jamila Lyiscott, University of Massachusetts, Amherst TE Ernest Morrell, University of Notre Dame, IN 315 Moira Pirsch, Teachers College, Columbia University, In this session, we invite participants to join us New York, NY in a “spirited inquiry” into a micro-credential framework in the teaching of writing A.21 Making Social and Political Inquiry THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, developed by a team from a northeastern M an English Department Mission site of the National Writing Project that MS 318 includes teacher educators, teacher-leaders, and teacher candidates. The framework is This panel highlights the work of high school grounded in data from innovative, summer English teachers at East Side Community High youth writing programs (e.g., candidates’ School, a 6–12 public Title I school in New digital journals, collaborative lesson plans, York City, and recipient of the 2018 Library of videotaped interviews, and anthologies Congress American Prize for Literacy. At East of adolescents’ writing) and reflects an Side, students develop a passion for reading, examination of these questions: What do social justice, discussion, performance, teacher candidates learn about teaching and powerful inquiry from collaborative, writing in innovative clinical experiences? committed educators who devote themselves What does the field say that they should to culturally responsive teaching, college learn? readiness, and promoting equity for all people regardless of race, gender, gender identity, Presenters: Erin Geary, SUNY at New Paltz sexual orientation, or ability. Participants will Tom Meyer, SUNY at New Paltz engage in dynamic workshops and receive Diane Rawson, Hudson Valley Writing Project, New unit plans to take back to their schools. Paltz, NY Mary Sawyer, SUNY at New Paltz Chair: Chantal Francois, Towson University, MD Respondent: Tim Dewar, University of California, Santa Presenters: Joanna Dolgin, East Side Community High Barbara/South Coast Writing Project School, New York, NY, “Student as Editor: Creating Anthologies as Act of Agency” A.20 Brave New Scholars: The Past, Kim Kelly, East Side Community High School, New York, NY, “Student-Driven Inquiry: Investigation of M Present, and Future of Youth Spoken Word in the Academy, Literature That Challenges Societal Norms” MS Danny Lora, East Side Community High School, New English Classrooms & Democratic C York, NY, “Powerful, Agentic Literature Study in Society TE LGBTQIA+ Themed YA Book Clubs” 317 Jen McLaughlin Cahill, East Side Community High Youth Spoken Word (YSW) has a history School, New York, NY, “Powerful, Agentic Literature of preparing youth to cross race, class, and Study in LGBTQIA+ Themed YA Book Clubs” identity barriers to read, write, and speak freely. Thus, in the contemporary moment of A.22 Queer Literature in Middle and High social polarization and state violence against M School: Approaches for Students, people of color and others outside of the MS Faculty, and Staff normalized perception of the “ideal citizen,” 319 this session inquires into the ways in which This panel discusses pedagogical approaches YSW is uniquely positioned to respond. for using LGBTQ literature in middle and high Panelists will creatively share their research schools. Presenters will provide classroom and connected to understanding YSW as a form school-wide applications. Presenters will also of literacy, spiritual practice, and culturally address how such applications can support informed tool for civic engagement across time and invite participants to dream “What’s Next?” for this innovative form. Presenters: Camea Davis, Georgia State University, Atlanta

52 20192018 NCTE ANNUAL CONVENTION PROGRAM A SESSIONS / 9:30–10:45 A.M. THURSDAY

teachers, media specialists, and counselors in A.27 Inquire to Empower: Providing developing queer-affirming practices. E Students with Tools to Be Civically Chair: Tobiatha Pirolla, Upstate Writing Project, Greer, M Engaged SC S 324 Presenters: Mollie V. Blackburn, The Ohio State University, Columbus The teachers and students of Perry County Alyssa Chrisman, The Ohio State University, Columbus Schools, Alabama, are situated within Rebecca Harper, Augusta University, GA a community known for its legacy and Darla Linville, Augusta University, GA prominence in civil rights history, but their current challenges involving a lack of access to A.23 Connecting Communities across fresh foods and a healthy water supply press them to create solutions. Through inquiry, M Cultures and Age through Audience Awareness civic discourse, and social writing, teacher S consultants devise professional development 320 that helps empower teachers and students to Too often, inquiry results in an audience of begin the civic engagement needed to reduce one: the teacher. These National Writing and/or possibly eliminate these problems. Project teacher-leaders improved writing Chair: Jameka Thomas, UAB Red Mountain Writing practices through audience awareness and Project, AL writing communities. Attendees will explore Presenters: Tasharra Hilson, UAB Red Mountain authentic assessment as panelists share how Writing Project, AL they found appropriate, authentic audiences Dana Jacobson, UAB Red Mountain Writing Project, AL beyond their classrooms to engage students in Mary Kate Parsley, UAB Red Mountain Writing Project, AL producing higher quality work. Darren Ramalho, Perry County School System, Marion, AL Presenters: Kim Herzog, Staples High School, Tamera Tucker, Perry County School System, Marion, AL Westport, CT Rebecca Marsick, Staples High School, Westport, CT A.29 Critical Empathetic Writing Barbara Robbins, Staples High School, Westport, CT C Pedagogy (CEWP) and Spirited TE Inquiry A.24 Not Only for Our Students: 326 M Fostering Teacher Inquiry through As composition instructors, we must S Writing Project Work acknowledge the struggles that our first- 321 generation working-class students face. In this session, three Upstate Writing Project Along with critical compassionate pedagogy, leadership team members will share three critical empathy, meditative pedagogy, in-depth strategies to foster teacher inquiry and slow professing, we have proposed a in Writing Project sites. Attendees will engage new concept: Critical Empathetic Writing in discussion about teacher inquiry, examine Pedagogy (CEWP), which is also grounded structures to foster inquiry, develop ideas in cultural studies theory, new work in literary for their own projects, and walk away with studies on affect and emotion, and current numerous methods for growing teacher writing pedagogy on mindfulness and other inquiry capacity. contemplative practices. Teachers and scholars are discussing the need for empathy Chair and Presenter: Rebecca Kaminski, Clemson University, SC, “Developing Structures to Foster in the composition classroom, and all these Deeper Thinking and Questions” conceptual labels represent ways we have begun to reconceive the act of teaching. Presenters: Sarah Hunt-Barron, University of South Carolina Upstate, Spartanburg, “Supporting Teachers Presenters: Lindsy Lawrence, University of Arkansas, from Inquiry to Implementation” Fort Smith Alicia Kelley, Clemson University, SC, “Virtual Tools and Monica Luebke, University of Arkansas, Fort Smith Strategies to Mediate Effective Teacher Inquiry” Shanna Turney, University of Arkansas, Fort Smith Leigh Tuell, Upstate Writing Project, TN, “Virtual Sarah Winterberg, University of Arkansas Fort Smith Observations: Inviting Others into the Classroom”

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A.31 “We Are Dreamers, Soñadores of A.34 Let Chaos Come: The Risks and E the World”: Cultivating Spirited M Rewards of Inquiry Inquiry with Children and Families S 331 through Multimodal Response to C The four presenters in this interactive session Diverse Picture Books TE share strategies for teaching for transfer 328 by engaging students in genuine inquiry in secondary and postsecondary reading and

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, Join a panel of practitioner researchers as we explore how we engage K–3 learners and writing instruction. Anchored in classroom families in inquiry into some of the most vital experience, this presentation centers chaos as issues of our time, including immigration, war, a key learning process to show that learning and gender identity. With a special focus on often happens outside of our comfort zones. the potential of interactive read alouds and Presenters: Meline Akashian, Temecula Middle School, multimodal composing, teachers will share CA, “Taking an Inquiry-Based Approach to Reading excerpts from family journals, transcripts Instruction” from book discussions, and student artwork. Jennifer Fletcher, California State University, Monterey This session illustrates how coupling dialogic Bay, Seaside pedagogical practices with award-winning Nelson Graff, California State University, Monterey Bay, picture books can create contexts for spirited Seaside, “Metacognition, Competence, and Curiosity” inquiry with children and families into complex Kelly Medina-López, California State University, social issues and nurture the sharing of deeply Monterey Bay, Seaside, “‘Can I Write an Article resonant lived experiences. about Hot Cheetos?’ Classroom-Produced Writing Presenters: Amal Aldaej, University at Albany, SUNY Research Journals as Inquiry in Praxis Maggie Naughter Burns, Delaware Community School, Albany, NY A.35 Immersed in Inquiry: Using Picture Karen Maher, University at Albany, SUNY E Book Biographies to Reveal STEM Kelly Wissman, University at Albany, SUNY M Thinking and Inspire Readers 332 A.33 The Integration of Language Arts and Entrepreneurship With their unique synthesis of words and S images, picture book biographies draw 330 students deep into the minds of scientists, The Brookwood High School Integrated mathematicians, and innovators. Award- Language Arts and Entrepreneurship Program winning authors, illustrators, and educators offers students an opportunity to earn discuss how these informational texts their language arts course credit through celebrate curiosity, promote critical thinking, entrepreneurship education. This integrated and model inquiry to empower students classroom includes a unique approach to in subject areas across the K–8 curriculum. language arts instruction; students develop all Participants will take away a bibliography, the skills of a standard language arts class in selection criteria, and ideas for classroom a nontraditional project-based, technology- connections. rich learning environment. Students Chair and Presenter: Cheryl Bardoe, Hachette Group examine through an entrepreneurial lens in Illustrator: Barbara McClintock, Hachette Group order to improve critical thinking, problem Presenter: Jodi Hill Baker, Hennepin District 11, Anoka, solving, engineering design process, and MN communication skills. In this session, we will Tradebook Authors: Tracy Nelson Maurer, Henry Holt explain our model and share best practices we (Macmillan) use in our classroom. Laurie Wallmark, Sterling Publishing Presenters: Justin Gorun, Brookwood High School, Snellville, GA Angie McLane, Brookwood High School, Snellville, GA Kelsey Schaffernoth, Brookwood High School, Snellville, GA

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A.38 Science, Fantasy, and Villains: The these systems of oppression and empower S Role of Graphic Novels and Graphic all marginalized communities. This session is Formats to Capture and Foster sponsored by Latinx in Publishing. Inquiry in Readers Author/Illustrators: Hilda Burgos, Las Musas 337 Jennifer Cervantes, Las Musas Sara Faring, Las Musas In this rare opportunity, an editor and three Mia García, Las Musas dynamic storytellers, Jon Scieszka, Steven Yamile Saied Mendez, Las Musas Weinberg, and Adam Rex, describe the Nancy Mercado, Latinx In Publishing development of Astronuts, a new graphic Anna Meriano, Las Musas novel series with an environmental focus, and Nina Moreno, Las Musas a highly graphic picture book, Why?, that Emma Otheguy, Knopf Books for Young Readers/Lee explores the motivations of a supervillain. and Low Publishers/Las Musas Perfect for reluctant readers and capitalizing Nonieqa Ramos, Las Musas on current interests in science, space, fantasy, Aida Salazar, Las Musas technology, and pop culture, these books will Alexandra Villasante, Las Musas easily find an audience of readers who will be poised to inquire and explore after reading A.40 Stories from the Sticks: Reversing these books. Hear about the book creation E Nature Deficit Disorder and Raising process from initial idea, through editorial M Environmentalists via Literary changes, and to final publication. Inquiry into the Natural World S Chair and Presenter: Susannah Richards, Eastern 339 Connecticut State University, Willimantic Authors/Illustrators: Taylor Norman, Chronicle Books Can picture books help reverse nature deficit Adam Rex, Chronicle Books disorder, encourage environmental advocacy, Jon Scieszka, Chronicle Books and bring nature-aware education into urban Steven Weinberg, Chronicle Books and rural classrooms? In this panel, educator Sarah Mulhern Gross facilitates a discussion A.39 Honoring and Nurturing the between five award-winning authors of both fiction and nonfiction about their nature- M Intersectional Identities of Our themed stories and how they might serve S Diverse Students through the Study of Latinx Middle Grade and Young readers and educators alike by making the TE natural world vivid and accessible via a variety Adult Literature of lenses. 338 Chair and Presenter: Sarah Gross, High Technology Members of Latinx MG & YA author collective High School, Lincroft, NJ LAS MUSAS will explore the value of Authors/Illustrators: Maria Gianferrari, Roaring Brook intersectionality represented in recent Latinx Press/Boyds Mills Press/Putnam & Lerner/Millbrook middle grade and young adult literature. Carole Lindstrom, Roaring Brook/Macmillan We will address how Latinx identity is not Ishta Mercurio-Wentworth, Abrams Books for Young monolithic, but is in itself nuanced, layered, Readers and complex; intersecting with issues of Liz Garton Scanlon, Beach Lane Books/Simon & gender, religion, sexuality, race, and class. Schuster We will discuss how the identity quests of Kao Kalia Yang, Metropolitan Press/Carolrhoda Books/ Latinx protagonists create windows of insight University of MN Press into systems of oppression such as racism, homophobia, classism, and sexism, and how these stories can be used to dismantle

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A.42 Protecting the Sacred Space of Self: Jessica Klap, Zeeland Public Schools, MI, “Creating S Strategies for Healing the Tired Ideal Communities: Capturing Students’ Ideals Teacher Spirit Within through Art” Karen Rowe, Black River Public High School, Holland, 341 MI, “Brokenness and Beauty: Documenting Students’ Sponsored by the NCTE Secondary Section Lived Experiences through Photography” Steering Committee Abbey Stroop, Herrick District Library, Holland, MI, “Stranger Than Fiction: Photographing Abandoned

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, “Self-compassion is simply giving the same kindness to ourselves that we would give to others” Buildings in Detroit” (Christopher Germer). Teaching is heart work, and Eric Wilkinson, West Ottawa High School, Holland, none of us can do it well without investing enormous MI, “Comics, Poetry, Alternative Book Covers: Using amounts of time and energy into those who are least Unusual Art Forms to Deepen Understanding of capable of returning the favor. Caring for our babies Literature “ INCLUDES caring for ourselves, which means that developing strategies to heal and protect us while A.44 Beyond Tolkien: Middle Grade we serve is critical. The Secondary Section Steering E Authors of Color Break the Mold of Committee proudly presents this session designed M the Traditional Sci-Fi/Fantasy Novel to help you develop a personalized self-care plan. A 343 variety of free self-care resources will be provided. Let the healing begin. Discover new middle grade science fiction and fantasy novels that go beyond the traditional Presenter: Shekema Silveri, IFE Academy of Teaching wizards and spaceships. Five authors of color & Technology, Atlanta, GA discuss how their backgrounds and cultural heritage inspired their work. Reading lists and A.43 Dystopian Fiction and Art: activities to further support student inquiry M Exploring Who We Want to Be will be shared. S 342 Presenters: Donalyn Miller, The Book Whisperer, Inc. Ronald L. Smith, Houghton Mifflin Harcourt/Marvel, In this panel presentation, teachers, professors, Disney Book Group and librarians in one city will discuss the Tradebook Authors: Sayantani DasGupta, Scholastic, ways their participation in a community-wide Inc. reading program prompted them to use Anna Meriano, HarperCollins Children’s dystopian fiction to help their K–16 students Ellen Oh, HarperCollins Children’s/We Need Diverse explore ideas of what could or should be in Books our society and world through art. Focusing Christina Soontornvat, Scholastic, Inc. on The Giver (Lois Lowry), Station Eleven (Emily St. John Mandel), and the picture book Blackout (John Rocco), these educators will share the resources and recommended activities that deepened their students’ critical thinking and artistic skills. Chair: Deborah Van Duinen, Hope College, Holland, MI, “More Similar Than Different: How Dystopian Fiction Can Unite Us” Presenters: Audra Bolhuis, West Ottawa High School, Holland, MI, “Brokenness and Beauty: Documenting Students’ Lived Experiences through Photography” Becky Calvert, Allegan Public Schools, MI, “Creating Ideal Communities: Capturing Students’ Ideals through Art”

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A.45 The Integration of Computational A.47 Changing What You Thought You E Thinking in an Inquiry-Based ELA G Knew: Inquiry and Communal (Re) M Classroom: Fun with Robotics and TE construction of Identity in Pop Coding Culture Discourses 344 346 Have you ever wondered how to integrate In this session, we will examine how three the latest technology into the English discourse communities engage in identity language arts (ELA) classroom? In this fun (re)construction framed around pop culture and interactive session, you will get to tinker and multimedia texts. This will lead to with the newest technology such as the Dash an interactive discussion on diverse and Robot and the Blockley and Wonder Robotic meaningful ways educators and youth can apps. Presenters will demonstrate how to use transformatively imagine their identities in computational thinking to increase student relation to these types of texts. motivation as well as student analytical skills. Presenters: Evan Johnston, New York University, New Participants will leave the session with various York, NY resources and ideas about how to integrate Karis Jones, New York University, New York, NY robotics and computational thinking into their Noor Jones Bey, New York University, New York, NY ELA class immediately! Hui-Ling Malone, New York University, New York, NY Presenters: Huili Hong, Towson University, MD Respondent: David E. Kirkland, New York University, Lashay Jennings, East Tennessee State University, New York, NY Johnson City, TN Karin Keith, East Tennessee State University, Johnson A.48 The Art of Adaptation: Greeking City, TN M Out about the Classics with Renee Moran, East Tennessee State University, Johnson S Madeline Miller, David Elliott, and City, TN C Gareth Hinds Natalia Ward, East Tennessee State University, Johnson 347 City, TN TE How do contemporary authors explore A.46 Folger Library: Poetry canonical texts and sources in order to G Immersion!—A Reading and transform the material? How do these new TE Workshop with Black Poet Steven texts allow students to access and relate to Leyva these stories more deeply? Join these award- winning authors in conversation for a fresh 345 take on ancient stories, and new possibilities Jump into an energizing session with for your classroom. nationally celebrated Baltimore poet and Chair and Presenter: Mary Ann Cappiello, Lesley teacher Steven Leyva. Take pleasure in Leyva’s University, Cambridge, MA own work and participate in his interactive Tradebook Authors: David Elliott, Houghton Mifflin teaching workshop. Remember why you love Harcourt teaching poetry, or learn why you should! Gareth Hinds, Candlewick Press Leave with new knowledge and materials Madeline Miller, Little, Brown and Company helpful in teaching all poetry. Chair: Corinne Viglietta, Folger Shakespeare Library, Washington, DC Presenters: Teri Cross Davis, Folger Shakespeare Library, Washington, DC Steven Leyva, University of Baltimore, MD

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A.49 Putting Poverty on the Page: A.51 Spirited Inquiry: How Do We E Representing and Supporting M Overcome Challenges Using Poetry M Readers from Low-Income Families and Inquiry Projects Related to S 348 Local and Social Justice? TE Economic class plays a huge role in the 350 classroom, but it can be hard to talk about. Two authors address issues of trauma through Our panel of expert authors will suggest poetry and inquiry projects focusing on THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, resources, recommend titles about financial Japanese American Internment during World insecurity, and discuss their commitment to War II. ensuring that students from all socioeconomic Presenters: Beverly Ann Chin, University of Montana, backgrounds feel seen and respected. Missoula Tradebook Authors: Ann Braden, Sky Pony/Paulsen/ Nikki Grimes, Boyds Mills Press Penguin Jo Knowles, Candlewick Press Alison Morris, First Book, Washington, DC Kelly Starling Lyons, Penguin Jennifer Torres, Little, Brown and Company

A.50 Using Inquiry to Spark Speaking M and Listening Skills: Strategies for S Empowering Student Voices in Classroom Discussions 349 Add spark to your student-centered discussions by cultivating a culture that rewards curiosity. Four experienced teachers share how they have shifted to inquiry-based activities and assignments through structured scaffolding of support for empowering student voices. Presenters: Caroline Clements, Black Horse Pike Regional School District, Audubon, NJ Dorothy Deich, Black Horse Pike Regional School District, Audubon, NJ Katrina Fowler, Black Horse Pike Regional School District, Audubon, NJ Marcie Geyer, Black Horse Pike Regional School District, Audubon, NJ Tara Wood, Black Horse Pike Regional School District, Audubon, NJ

58 2019 NCTE ANNUAL CONVENTION PROGRAM B SESSIONS / 11:00 AM-12:15 P.M. THURSDAY

B.01 Daring to Be Bold with the Arts and Roundtable 9: “Spirited Songwriting: Come Write a G Inquiry Topical Song with Friends” Timothy Duggan, Northeastern Illinois University, Skokie TE BALLROOM I & III Roundtable 10: “‘In the Spirit of Dada’: Found Poetry Sponsored by the ELATE Commission on as Text-Based Response” Arts and Literacies (COAL) Toby Emert, Agnes Scott College, Decatur, GA To be bold with inquiry requires creativity. We Roundtable 11: “Revealing Truth through Inquiry and look to the arts for inspiration and energy to Art Making” help students think and compose their ideas Stephen Goss, Kennesaw State University, GA with critical and innovative eyes and ears. In Jenevieve Goss, Georgia State University, Atlanta this interactive session, participants can act, Roundtable 12: “Supporting Scientific Inquiry create music, draw, perform, and write poetry through an Arts-Based Approach” to inquire into how the arts can support Topher Kersting, University of Tennessee at literacy and learning. Chattanooga Chair and Roundtable Leader: Michelle Zoss, Georgia Roundtable 13: “Who the Meme Are You? Composing State University, Atlanta, “Drawing as Inquiry and Visual Teacher Identities” Introduction to Literary Texts” Matthew Kruger-Ross, West Chester University, PA Adele Bruni Ashley, Teachers Roundtable Leaders: Pauline Schmidt, West Chester University, PA College, Columbia University, New York, NY Jessica Kiwiet, Zeeland Public Schools, MI Roundtable 14: “Revising with Nature: Grinding Down Stephanie F. Reid, Arizona State University, Tempe Ideas for Writing with Weathered Rocks” S. Rebecca Leigh, Oakland University, Rochester, MI Patricia Waters, Troy University, TN Roundtable 15: “Drama and Inquiry” Roundtable Topics and Leaders: Katherine Macro, Buffalo State College, NY Roundtable 1: “The Post-Mortem of the Protagonist: Roundtable 16: “Pardon My Tableau (Writing, Drama, Character Mapping and Inferencing” and Poetry, All Wrapped in One)” Leo Aguilar, Young Women’s College Preparatory Candice Moench, Dickinson State University, ND Academy, Houston, TX Roundtable 17: “Paint-Write: A Path of Inquiry Roundtable 2: “Memes as a Means: Using Popular through Abstract Art” Culture to Enhance Character Study” Becki Moldonado, University of Oklahoma, Norman Jessica Berg, Franklin Central High School, Indianapolis, Roundtable 18: “Creative Curiosity: Finger Painting to IN Inquire into Ourselves and Others” Hannah Fulton, Ball State University, Muncie, IN Chea Parton, The University of Texas at Austin Pamela Hartman, Ball State University, Muncie, IN Roundtable 19: “Deadly Actions, Creative Responses” Brandon Schuler, Mississinewa Community Schools, Luke Reed, Shippensburg Area Senior High School, PA Marion, IN Roundtable 20: “Providing Perspectives on Pollution Roundtable 3: “Literacies Unbound: Remixing through Poetry” Literature through the Arts” Peggy Rice, Ball State University, Muncie, IN Nathan Blom, Special Music School Jacob Sliger, Madison-Grant School Corporation, Roundtable 4: “They Shut Me Up in Prose: Comic Muncie, IN Book Dickinson” Roundtable 21: “Modeling Complex Texts in Clay: Sara Brock, Paul D. Schreiber High School, Port Arts Processes for Generating Ideas about Literature” Washington, NY Laura Turchi, University of Houston, TX Roundtable 5: “An Arts-Based Approach to Support Roundtable 22: “The World as We Know It: Using Inquiry and Higher Order Reasoning” Photography to Unpack Themes in Dystopian Fiction” Kay Cowan, University of Tennessee at Chattanooga Deborah Van Duinen, Hope College, Holland, MI Roundtable 6: “Deadly Actions, Creative Responses” Roundtable 23: “Literacies Unbound: Remixing Thomas Crochunis, Shippensburg University, PA Literature through the Arts” Roundtable 7: “Visual Storytelling: A Hands-On Brian Veprek, Teachers College, Columbia University, Workshop” New York, NY Carrie Deahl, Maryvale High School, Phoenix, AZ Roundtable 24: “Inquiry and Comprehension: Let It Roundtable 8: “A Quick A/R/Tography Inquiry: Using Be a Dance” Arts-Based Methods for Reflection” Catherine Vining, University of Tennessee at Candance Doerr-Stevens, University of Wisconsin, Chattanooga Milwaukee

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Roundtable 25: “A Quick A/R/Tography Inquiry: Using Roundtable 6: “Spirited Inquiry and Self-Discovery” Arts-Based Methods for Reflection” Nicholas DeMayo, Georgetown University, Washington, Alisha White, Western Illinois University, Macomb DC Roundtable 26: “Visual Storytelling: A Hands-on Rachel Koval, Head Magnet Middle School, Nashville, TN Workshop” Roundtable 7: “Tradition and Progress” Wendy Williams, Arizona State University, Tempe Heather L. Barto Wiley, R.J. Reynolds High School, Winston-Salem, NC

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, B.02 Eight Great Approaches to Teaching Lindsay Schneider, West Forsyth High School, M Film That Spark Students’ Curiosity Winston-Salem, NC S about the World Nicole Sieben, SUNY Old Westbury BALLROOM II Roundtable 8: “Dystopian Societies” Robert Ciarrocca, Cranford High School, Maplewood, This roundtable session celebrates films whose NJ compelling, unique content and craft lead Matthew Koval, Argyle Middle School, Silver Spring, MD students to inquire about, empathize with, and Mark A. Lewis, James Madison University, Harrisonburg, analyze the world around them. Facilitators and VA attendees will engage in critical conversations Victor Malo-Juvera, University of North Carolina, about how film can lead to critical inquiry about Wilmington the world while building literacy skills through a nonprint medium. B.03 Building Engaged Readers through Roundtable Topics and Leaders: M Deep Author Study Roundtable 1: “Reimagining Classic Texts” BALLROOM IV Lisa Scherff, Community School of Naples, Fort Myers, FL S Liz Shults, Oak Mountain High School, Birmingham, AL How do we stoke reading engagement in our Hannah Snell, Homewood High School, Birmingham, AL students? We will share a different kind of Roundtable 2: “Innocence to Experience” book club experience: a deep dive into the Elizabeth Davis, Sayre School, Louisville, KY study of a single author. We will demonstrate Billy Kaskay, Wake Forest University, Winston-Salem, NC how the reading of Matt de la Peña’s YA Elizabeth Kennard, East Forsyth High School, Winston- and children’s books fired up our secondary Salem, NC readers. Bruce M. Penniman, University of Massachusetts, Presenters: Matt de la Peña, Random House Amherst Kelly Gallagher, Magnolia High School, Anaheim, CA Carl Young, North Carolina State University, Raleigh Penny Kittle, Plymouth State University/University of Roundtable 3: “Discrimination and Persecution” New Hampshire Sam Best, Eno River Academy, Durham, NC Stephen Langford, West Forsyth High School, Winston- Salem, NC Sheryl Long, Salem College, Winston-Salem, NC Erika Thurman, Providence High School, Charlotte, NC Roundtable 4: “Examining Our Own Truths” Alan Brown, Wake Forest University, Winston-Salem, NC Justin Corazza, Cranford High School, NJ Luke Rodesiler, Purdue University, Fort Wayne, IN Roundtable 5: “Sparking a Revolution” Greg Bartley, University of Wisconsin, Madison Caitlin Murphy, Bellarmine University, Louisville, KY Tiffany Newsome, Durham, NC Angelique Reynolds, Stafford High School, VA

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B.04 Genius Hour in the Elementary B.07 COLLEGE BEHIND BARS: E Classroom: Voice, Choice, and the M A Conversation about the Authentic Writing Process S Transformative Power of Education 304 C 307 At best, all a teacher ever tries to do is to TE Sponsored by WETA-TV impart a sense of inspired inquiry in every COLLEGE BEHIND BARS, a documentary student who passes through their hands. But film from Lynn Novick, Sarah Botstein, and with the current structures of public school Ken Burns, explores the lives of incarcerated education, so rigid sometimes, how is a men and women as they earn college degrees teacher able to create the space for curiosity through the Bard Prison Initiative. Join us for a to occur? During this session, learn how special preview of the film and a conversation Genius Hour creates spaces for inquiry by about the transformative power of education. connecting the writing process, nonfiction/ Panelists: Jule Hall, Bard Prison Initiative Alum multimodal texts, digital literacies, voice, and Delia Mellis, director of college writing and academic choice. Audience members will participate by resources, Bard Prison Initiative considering their current RELA instruction and creating a draft implementation plan of how B.08 Inquiries in Elementary English Genius Hour may appear at their school. E Language Arts Presenters: Jennifer Spivey, Snow Hill Elementary School, Ocean Pines, MD 308 April Winterson, Snow Hill Elementary School, Ocean This roundtable session focuses on inquiries Pines, MD into elementary research. Attendees will have an opportunity to rotate between three 20-25 B.06 Misreading the Science of Reading minute roundtable discussions. E 306 Chair: Nimisha Patel, Rutgers University, NJ Roundtable Leaders: Alicia Arce-Boardman, Northern TE Sponsored by the NCTE Elementary Section Parkway School, Long Island, NY In pursuit of helping all children to become Kassidy Barratt, New Hanover County Schools, readers, this session by the Elementary Wilmington, NC Section Steering Committee will address Brian Brinkley, University of North Carolina, Wilmington the misleading narratives that assert that all Aijuan Cun, University at Buffalo, SUNY children acquire reading in the same way, Crystal Glover, Winthrop University, Rock Hill, SC featuring several reading scholars who will Mary Jade Haney, Horrell Hill Elementary, Hopkins, SC discuss the multiple ways the “Science of Chinyere Harris, Teachers College, Columbia University, Reading” is misread and misleading. New York, NY Committee Chair: Roberta Price Gardner, Kennesaw Julia Lopez-Robertson, University of South Carolina, State University, GA Columbia Presenters: Yetta Goodman, Regents Professor Erin Miller, Webster City CSD, IA Emerita, University of Arizona, Tucson Kindel Nash, University of Maryland, Baltimore County Paul Thomas, Furman University, Greenville, SC Lakeya Omogun, The University of Texas at Austin Respondent: Brian Kissel, University of North Carolina, Nora Peterman, University of Missouri, Kansas City Charlotte Patricia Piña, NY Bilal Polson, Northern Parkway School, Long Island, NY Ekaterina Strekalova-Hughes, University of Missouri, Kansas City Dinah Volk, Cleveland State University, OH

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B.09 No Walls, No Borders—Teaching this mindset in a community of educators, and M Latinx Topics and Contemporary practical ways to implement inquiry as a tool Issues in Rural Classrooms for teacher advocacy through a PLC. 309 Presenters: Danielle Butville, Great Valley School District, Garnet Valley, PA How do our curricula, readings, and teaching Sarah Hanrahan, Fairfax County School District, methods provide rural white children with a Alexandria, VA window into the experiences of minoritized

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, Rachel Wolkenhauer, Pennsylvania State University, populations across the country? Our language University Park arts classes cannot remain Eurocentric, and like the #DisruptTexts movement cautions, B.13 One Question, Braided Answers: we must make changes to what we teach and S One PLC’s Experience Using how we teach it. TE Self-Study to Address Equitable Chair: Justin Stygles, Wiscasset Elementary School, ME Instruction in the English Language Tradebook Authors: David Bowles, Dutton Books Classroom. Guadalupe Garcia McCall, Lee & Low Books 313 B.10 “Why do kids need to read about Our school system encourages students who M all this negativity?” Exploring Grief, demonstrate academic mindsets to take S Fear, and Trauma in Middle Grade AP courses, regardless of prior academic achievement. We will discuss how we harness TE Fiction 310 inquiry strategies to meet all students at their skill level, scaffold instruction by teaching With grief, trauma, and fear being an specific inquiry skills, and imbue an inquiry inevitability in our world, many young readers mindset in our students to help them take are in need of support and information. Come charge of their own success. explore these all-too-necessary topics with Presenters: Michelle Alcoser, Montgomery County experienced and knowledgeable creators of Public Schools, Rockville, MD fiction for young people, and develop ways Karen Becker, Northwest High School, Germantown, MD to use literature as a gateway to have tough Nicole Hider, Montgomery County Public Schools, conversations with students. Rockville, MD Chair: Robert Bittner, University of British Columbia, Langley B.14 Good Hope: Honoring Students’ Authors/Illustrators: Melanie Conklin, Disney/ M Social-Emotional Needs and Hyperion/Penguin S Neurodiversity in the Classroom in Leah Henderson, Simon & Schuster Authentic and Meaningful Ways Karen Rivers, Algonquin Books for Young Readers C TE 314 B.12 Engaging in Inquiry Proactively and Five educators draw on empirical research G Collaboratively to Evoke Change: at the middle, secondary, and university levels, discussing the necessity of connecting TE An Inquiry PLC 312 to students’ social-emotional well-being and neurodiversity. Panelists share insight How does a community benefit when via student experiences as a means of educators pause to develop and pursue understanding the value of empathy, humanity, relevant inquiries about their environments and emotional literacy in a complex world. together? How can teachers work together Presenters: Lauren DeJulio Bell, University of Illinois at to develop an inquiry mindset and support Chicago one another? In this interactive session, we Sarah Donovan, Oklahoma State University, Stillwater will share the preparation, planning and Maheen Nageeb, Park Junior High School, La Grange implementation of an inquiry Professional Park, IL Learning Community (PLC). Presenters will Samiyah Nageeb, Downers Grove North High School, IL discuss and share examples of research Jayshree Panchal, Limestone Community High School, supporting an inquiry stance, ways to spark Bartonville, IL

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B.15 They / Them / Ours: NCTE’s texts. They will also provide curricular G “Statement on Gender and resources for teaching a human rights-focused LGBTQIA* book club unit: reading lists, close- TE Language” and Inclusive Language Practices reading/critical lenses, unit activities, and assessments will be showcased. 315 Chair and Presenter: Emily Meixner, The College of To create the conditions of deep inquiry New Jersey, Ewing for all students, we must ensure that all Authors/Illustrators: Kacen Callender, Scholastic/ students feel seen, heard, and safe. Trans and HarperCollins nonbinary students are at significant risk for Barbara Dee, Aladdin/Simon & Schuster marginalization and harassment in school, Nicole Melleby, Algonquin Young Readers as GLSEN’s 2017 National School Climate Aida Salazar, Scholastic Survey confirms. The language we choose can Presenter: Rachel Scupp, Thomas Grover Middle either perpetuate gender bias or influence School, West Windsor, NJ an inclusive and supportive culture more conducive to spirited inquiry by students of all B.18 Using Children’s Literature to gender identities. Presenters will discuss the E Disrupt Deficit Perspectives on genesis of NCTE’s “Statement on Gender and TE Diversity Language” (Fall 2018) and its applications as a guide for employing more inclusive language 322 in classrooms and school communities. The presentations in this interactive panel Chair and Presenter: Ellie DesPrez, John Burroughs presentation will center on using children’s School, St. Louis, MO literature to disrupt deficit perspectives on Presenters: Mollie V. Blackburn, The Ohio State diversity. The focus of these presentations is University, Columbus on critiquing through inquiry, which results Summer Pennell, Truman State University, Kirksville, MO in “the ability to recognise that the interests of texts do not always coincide with the B.16 Poetry Within and Without interests of all and that they are open to TE 316 reconstruction” (Janks, 2012, p. 159). These presentations have important implications Poetry is explored as a community-building for teaching in a society that is becoming effort in Philadelphia classrooms and within increasingly culturally, linguistically, socially, the identities of students. and ethnically diverse. Chair and Presenter: Clara Mikita, The Ohio State Chair: Bobbie Kabuto, Queens College, Flushing, NY University, Columbus Presenters: Serena Cavolo, Port Washington UFSD, NY, Presenters: Erica Darken, School District of “Embracing Diversity through a School-Wide Book Philadelphia, PA Club” Lois McGee, Philadelphia Writing Project, Wynnewood, Kathleen Colantonio-Yurko, The College at Brockport, PA SUNY Linda T. Parsons, The Ohio State University, Columbus Robert Kelly, Queens College, Flushing, NY, “Culturally Lisa Pinkerton, The Ohio State University, Columbus Diverse Books in Pre-Packaged Core Reading Curricula: The Ugly Truth and Redeeming Resolution” B.17 We Can Have This Conversation: Gina Kelly, Port Washington UFSD, NY, “Embracing E Writing and Teaching LGBTQIA* Diversity through a School-Wide Book Club” M Middle Grade Texts Kathleen Olmstead, The College at Brockport, SUNY, “Exploring Diverse Children’s Literature as a Path to S 320 Culturally Sustaining Pedagogy” TE In this session, one teacher educator (Emily Pamela Tirrito, Port Washington UFSD, NY, “Embracing Meixner), one middle school teacher (Rachel Diversity through a School-Wide Book Club” Scupp), and four authors (Kacen Callender, Barbara Dee, Nicole Melleby, and Aida Salazar) who write for middle grade audiences will discuss the need for middle grade LGBTQIA*

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B.19 Personal Moments of Inspiration— B.21 Asking the “Write” Questions: G Writing Projects to Build a Hope S Moving from Inquiry to Agency TE Nation TE 327 325 In this session, panelists will share classroom This panel, composed of writers, teachers, and practices that arose from the pointed teacher-educators from two different regions questions they asked themselves about their of the nation (Northeast and South), responds own work. In giving themselves permission THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, to Program Chair Leah Zuidema’s call for to change their practice, they placed their more collaborative questioning. Specifically, students and themselves in a position to the panel will address, “What can we learn develop greater autonomy and agency as about inquiry from our students? From our writers and teachers. Panelists will share a colleagues who teach in other disciplines or model of coherence that develops students’ offer academic support? Our communities?”as audience awareness; a design for creating they followed the National Writing Project’s a classroom writing community; and a mission for improving the teaching of writing professional development activity promoting and learning in the nation’s schools. Site greater teacher agency. Through these leaders and teachers from these two regions examples, panelists hope to inspire colleagues used Hope Nation, edited by Rose Brock, to to return to their classrooms prepared to ask explore “hope” as “a decision” to inspire. the “write” questions. Chair: Bryan Ripley Crandall, Fairfield University, CT Presenters: Martin Brandt, Independence High School, Author/Illustrator: Nic Stone, Random House San Jose, CA Children’s Books Kate Flowers, Santa Clara High School, CA Presenters: Rose Brock, Sam Houston University, Jonathan Lovell, San Jose Area Writing Project, CA Huntsville, TX Respondent: Thomas Newkirk, University of New Amanda Haugan, Escambia County School District, Hampshire, Durham Pensacola, FL Kim Herzog, Staples High School, Westport, CT B.22 Community-wide Reads as Models Susan James, University of West Florida, Pensacola E of Community-wide Inquiry Rebecca Marsick, Staples High School, Westport, CT M 328 S B.20 Stories of Decolonizing Practices in What if readers of all ages, middle grade G the Classroom through adulthood, asked hard questions, opened their minds to challenges we face, 326 and imagined possibilities for making the Sponsored by the NCTE Standing community better, together? This spirited Committee on Diversity and Inclusivity inquiry transpires in communities through This panel explores how decolonization organized community-wide reads of books works on the impacts of settler colonization. for young people. When a community of These Indigenous teachers tell their stories of students, educators, families, and neighbors how they work toward honoring their home have access to powerful literature, inquiry, cultures in the classrooms where they teach wonder, and agency result. Panelists will and how they use the cultural standards share their experiences with multiple models collaboratively designed by Native people of community-wide reads, books that unite in their respective states of North Dakota, readers, and the ways sharing both the books Montana, and Michigan. and the discourse have helped connect community members and inspire further Chair: Kelly Sassi, North Dakota State University, Fargo questions, conversation, and action. Presenters: Torrie DeCoteau, Turtle Mountain Community High School, Belourt, ND Chair and Presenter: Melissa Guerrette, MSAD 17, Brenda Johnston, Billings Public Schools, MT Oxford Elementary School, Norway, ME Maggie Laducer, Turtle Mountain Community High Presenters: Kari Anne Holt, Chronicle Books School, Belourt, ND Kate Messner, Chronicle Books Kenlea Pebbles, Michigan State University, East Lansing Linda Sue Park, Houghton Mifflin Harcourt Clint Valandra, Billings Public Schools, MT Aisha Saeed, Penguin Renée Watson, Bloomsbury

64 2019 NCTE ANNUAL CONVENTION PROGRAM B SESSIONS / 11:00 A.M–12:15 P.M THURSDAY

B.25 Igniting the Passion for Writing in B.30 Inquiry beyond the Common Core: E Students and Teachers through S Changing How Teachers and C Multicultural Children’s Literature Students Grow Their Curiosity in a Standardized World TE 332 339 This panel of speakers will present an action research on using multicultural children’s This interactive panel discussion explores how books to help elementary preservice teachers teachers can increase their sense of wonder and students to explore their potential as about their craft, envisioning how their own writers in different classroom contexts. This reflections and questions can empower presentation focuses on how to incorporate students. The presenters will support other children’s books to engage preservice teachers’ efforts to reflect on and contemplate teachers and diverse student populations in their daily curricular choices to better serve writing. their students’ needs beyond the Common Presenters: Lin Deng, University of Florida, Gainesville Core State Standards. The presenters will Xiaochen Du, University of Florida, Gainesville support other teachers’ efforts to reflect on and Buyi Wang, University of Florida, Gainesville contemplate their daily curricular choices to Mario Worlds, University of Florida, Gainesville better serve their students’ needs tomorrow. Presenters: Katie Alford, McKendree University, Tempe, AZ B.28 Student Voice & Choice Kristina ByBee, Arizona State University, Tempe S 337 Rebecca Chatham, Arizona State University, Tempe Participants will hear from a variety of experts B.31 The Literacy Studio: Facilitating on providing ways to open doors to student Student Inquiry, Engagement, and choice and voice in the secondary classroom. E Agency by Integrating Reading and Chair: Keisha McIntyre-McCullough, Florida Writing International University, Miami 341 Presenters: Michael Anthony, Muhlenberg School District, Reading, PA Imagine a buzzing studio of literacy learning Will Melvin, Central Bucks High School South, in which children understand reading from a Warrington, PA writer’s perspective and writing through the Ondrea Reisinger, Central Bucks High School South, eyes of a reader. Why have we developed the Warrington, PA habit of teaching reading and writing separately, Lucy Spence, University of South Carolina, Columbia often without making the connections between them explicit? In a Literacy Studio, students B.29 What High School Teachers Need to view themselves as inquirers into reading and Know about Writing in College writing as well as content-area topics. We S 338 can immerse students in studio-like learning experiences if we maximize active learning time TE College writers need to know how to read by integrating reading and writing. Participants and respond to assignments, how to address will discuss pathways to Literacy Studio through different audiences, and how to make the interactions with educators from a district that most of feedback. uses the model district-wide. Presenter: Anne Ruggles Gere, University of Michigan, Presenters: Maria Fleming, Fort Osage Schools, Ann Arbor Independence, MO, “The Central Office Role in Promoting Inquiry-Based Literacy Instruction” Ellin Keene, Heinemann Kristi Odell, Fort Osage Schools, Independence, MO, “Facilitating Teacher Growth in Inquiry-Based Literacy Instruction” Lisa Sims, Fort Osage Schools, Independence, MO, “A Teacher’s Perspective on Integrating Reading and Writing”

2019 NCTE ANNUAL CONVENTION PROGRAM 65 B SESSIONS / 11:00 A.M–12:15 P.M

B.32 Teaching Critical Genre Awareness within the larger class. If able, participants S to Support Student Inquiry and should bring a sample lesson plan to re- C Agency imagine in station rotation format at the partner station. 342 Chair and Presenter: Allison Jackson, Sparrows Point This presentation explores how students apply High School, MD critical genre awareness to become critical Presenter: Sarah Donahue, Sparrows Point High consumers and producers of texts through

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, School, MD multimodal and genre-based academic writing projects. Presenters will share methods, B.35 Sparking Curiosity about the World samples, and results from their work to help M through Global Children’s and secondary and first-year composition teachers S Young Adult Literature think about how writing can promote inquiry and agency. 345 Presenters: Anthony Celaya, Arizona State University, This panel will focus on award-winning books Tempe for middle and high school students which Rebecca Smith, Dobson High School, Mesa, AZ tell stories of young people from around the world through their own voices. We believe B.33 Folger Library: Students and that these books can be used by educators M Teachers Launch Confidently into to spark students’ curiosity about places, cultures, and languages in Latin America, S Shakespeare! Africa, Asia, and the Middle East. C 343 M S C TE Presenters: Katrina Dillon, University of New Mexico, TE Boost your own confidence and capture the Albuquerque curiosity and participation of your students Susan Douglass, Georgetown University, Washington, DC by focusing relentlessly on the words, words, Roberta Martin, Teachers College, Columbia University, words, and actively engaging EVERY student. New York, NY Actively learn the essential strategies for Brenda Randolph, Howard University, Washington, DC building student comprehension, response, Emera Bridger Wilson, Syracuse University, NY confidence, and excitement. Work with language from a mix of commonly taught B.36 Media as Mentor: 25 Ways plays. M Journalism Can Inspire Student Chair: Peggy O’Brien, Folger Shakespeare Library, S Writing and Inquiry Projects Washington, DC C 346 Presenters: Alexa Bernard, Columbia Heights Educational Campus, Washington, DC Professional journalists “inquire” for a living. Rama Janamanchi, Lawrence School, Sagamore Hills, How can well-crafted journalism—whether on OH politics or pop culture, science or sports, food Cynthia Phoa, Santa Fe Catholic High School, Lakeland, or fashion—serve as models and inspiration for FL your students’ work? This panel will present 25 ideas for projects big and small, and tips for B.34 Station Rotation in the High School generating your own. S English Classroom Presenters: Sarah Gross, High Technology High School, 344 Lincroft, NJ Rebekah O’Dell, St. Michael’s School, North Participants at this session will engage in a Chesterfield, VA station rotation . . . about station rotation! Katherine Schulten, The New York Times Learning Participants will be grouped according to Network, Brooklyn, NY their level of familiarity with the topic before Brett Vogelsinger, Holicong Middle School, Doylestown, traveling through four stations designed for PA independent inquiry, small-group discussion, resource creation, and partner work. Station rotation reinvigorates classrooms and enhances instruction, particularly because it allows for targeted small-group instruction

66 2019 NCTE ANNUAL CONVENTION PROGRAM B SESSIONS / 11:00 A.M–12:15 P.M THURSDAY

B.37 Secondary School Writing Centers B.39 Inquiry for Introverts: Sometimes S as Revolutionary Sites of Spirited M Silence Speaks Louder Than Words Inquiry S 349 347 Participation in the classroom goes beyond Sponsored by the International Writing what we can see and hear as teachers, taking Centers Association place in the minds of our students. How do As sites of radical inquiry, secondary school we draw out, acknowledge, and reward a writing centers empower students to disrupt, student’s thinking, especially that of students create, and dream. Current and former middle who are too scared or unwilling to make their and high school tutors will present with their voices heard? Presenters will share successes, directors on how the inquiry-based nature of including specific examples and strategies, as writing centers has impacted their schools, well as obstacles, in becoming advocates for their communities, and their own beliefs on the meek and mild in the classroom. writing. Presenters: Sherrie Erickson, Black Horse Pike Chair: John Nordlof, International Writing Centers Regional School District, NJ Association Jessica Monroe, Black Horse Pike Regional School Presenters: Jeffrey Austin, Skyline High School, Ann District, NJ Arbor, MI Skylar Burkhardt, University of Michigan, Ann Arbor B.40 Inquiries into Racial Justice, Critical Seth Czarnecki, Algonquin Regional High School, E Racial Awareness, and Activism in Northborough, MA M ELA Classroom Kate Hutton, Herndon High School, VA S 350 Rachel Shore, Morton Junior High School, IL Presenter 1 examines African American B.38 A Spirited Inquiry into the Writer’s children’s awareness of various forms of racism. Presenter 2 explores two classes of M Workshop Model: CHAT’ing with eighth-grade students’ engagement with Students about the Trajectories of S young adult literature and racial justice. Their Texts Presenter 3 will present findings from a study 348 that explores journalistic writing as a means of This panel retheorizes the writer’s workshop engaging youth in activism. model for students living and learning in Chair: Stefani Sobol-Pastor, Seton-LaSalle High School, precarious times through a lens of cultural Pittsburgh, PA historical activity theory (CHAT). CHAT guides Presenters: Ashley Boyd, Washington State University, students toward becoming rhetorical writers Pullman and activists. This theory and approach to Wintre Foxworth Johnson, University of Pennsylvania, writing invites its practitioners to consider Philadelphia the complexity of texts and the relationships Jaci Miller, Belmont Middle School, NC we cultivate with the texts we read and Emily Plummer, University of Pennsylvania, Philadelphia write, as they shape and are shaped by our activities, histories, materialities, technologies, and cultures. When students understand the possible trajectories of their writing, they can determine how their writing moves an audience to action. Presenters: Matthew Kim, Eagle Hill School, Hardwick, MA Michael Riendeau, Eagle Hill School, Hardwick, MA Marshall Robinson, Eagle Hill School, Hardwick, MA

2019 NCTE ANNUAL CONVENTION PROGRAM 67 WORKSHOPS / 11:30 A.M.–3:30 P.M.

W.01 Baltimore Writing Marathon W.03 Building Inquiry in ELA through UDL G 301 S 303 TE After hearing a brief introduction from the Learn to break from traditional ELA facilitator, who has led over 100 Writing assignments and assessments with Marathons sponsored by the National Writing Universal Design for Learning (UDL). UDL Project in locations across the country, is a revolutionary framework for designing participants take part in a two-hour Writing meaningful teaching experiences for all Marathon, writing and sharing their work students. Attendees will gain an understanding around Baltimore’s Inner Harbor before of the UDL guidelines, receive hands-on returning to the meeting room to reflect practice working with UDL concepts, and on the process as a community of teacher- receive ready-to-use teaching resources while writers. designing and supporting inclusive, engaging Workshop Facilitator: Richard Louth, Southeastern literacy classrooms, driven by the spirit of Louisiana University, Ponchatoula inquiry. Presenters: Danielle Patenaude, Groton-Dunstable W.02 Body and Soul: Mindfulness Regional School District, MA G Practices to Sustain Your Teaching Ian Wilkins, Groton-Dunstable Regional High School, MA TE (and Your Life) 302 Workshop Facilitator: Katie Novak, Groton-Dunstable Regional School District, MA This interactive workshop is designed for teachers who don’t know how much longer W.04 Creating Joyful & Responsive they can last in the profession, even though E Literacy Experiences they still love it fiercely. Participants will dig M 317 into a theory of change called “sustainable TE teaching,” explore the science behind Students have varied experiences, identities, mindfulness practices, and learn strategies languages, and interests. One-size-fits-all to help them thrive in the challenging doesn’t work; sound instruction requires circumstances of teaching. They will read loyalty, feedback, and agency. Joy and and discuss professional resources, write happiness are vital components of learning reflectively, and practice mindfulness exercises environments that cultivate success. In this that are easily transferable to the classroom. interactive session, participants will learn tips They will leave with handouts, an annotated for practicing culturally responsive teaching, bibliography, and a personal action plan differentiation, and personalization, all of for integrating their workshop experiences which are essential in creating equitable immediately into their teaching. literacy experiences for all students. This will be highlighted with an emphasis on happiness Presenters: Kelly Burns, Poudre School District, Fort Collins, CO inquiries that help the classroom community Cindy O’Donnell-Allen, Colorado State University, Fort experience the joy of learning. The win-win Collins, CO here is that when teachers and students are Jennifer Putnam, Fossil Ridge High School Fort Collins, independent and capable of self reflection, CO responsive teaching becomes far easier. Molly Robbins, Cherokee Trail High School, Aurora, CO Chair: Cornelius Minor, Teachers College Reading and Writing Project, New York, NY Presenters: Jan Burkins, Burkins and Yaris Katie Cunningham, Manhattanville College, Wilton, CT Renee Houser, Renee Houser LLC Christina Nosek, Lucille Nixon School, Mountain View, CA

68 2019 NCTE ANNUAL CONVENTION PROGRAM WORKSHOPS / 11:30 A.M.–3:30 P.M. THURSDAY

Kristin Rainville, Sacred Heart University powerful strategy to teach all students to ask Kim Yaris, Burkins and Yaris and work with their own questions to drive Kari Yates, Moorhead Area Public Schools, MN their learning. Leave ready to immediately Respondent: Gravity Goldberg, Gravity Goldberg, LLC, implement the process with students in the Corwin Literacy classroom and share it with colleagues in professional learning settings. W.05 Decolonizing the English Classroom: Presenters: Lauren Carlton, Foxborough High School, G Why and How? Foxborough, MA TE 323 Dana Huff, Worcester Academy Sarah Westbrook, The Right Question Institute, Sponsored by the NCTE Standing Cambridge, MA Committee on Global Citizenship This workshop provides approaches for W.08 Fostering Students’ Critical Literacy classrooms and institutions to promote and Inquiry with Apps and Tools learning by decreasing the impact of G colonization on students, as well as theoretical 319 frameworks for understanding and resistance. Sponsored by the NCTE Assembly on New and returning participants will learn new Computers in English and practical ways to recognize and counter In this Bring Your Own Device (BYOD) the racism and inequity inherent in English workshop, participants will have the education. opportunity to explore how slideware Presenters: Kylowna Moton, Los Angeles City College, CA presentation apps, such as Pecha Kucha, and Michael Seward, Minneapolis College, MN reference management tools, like Zotero, can not only support critical literacy, but can also W.06 Fake News Is Only the Beginning: develop a sense of student inquiry within G Media Literacy Tools and specific literacy events. TE Techniques for Your Classroom Chair: Katherin Garland, Sante Fe College, Gainesville, 340 FL, “Fostering Students’ Critical Literacy and Inquiry with Apps and Tools” Application of media and digital literacies Presenters: Johnny Allred, University of Arkansas, provide alternate and complementary Fayetteville, “Using Digital Tools for Dialogue, Inquiry, approaches to core skills in the language arts, and an Exploration of Identity” grounded in the world to which teenagers are Crystal L. Beach, Union County HS, GA most connected. In an interactive workshop Katie Dredger, James Madison University, Harrisonburg, designed to be responsive to educator needs, VA,”Using Slideware to Perform Dialogic three veteran media educators will share time- Conversations” tested tools and techniques for critical media Beth Lehman, Bridgewater College, Bridgewater, VA, literacy. We will delve into media literacy “Using Slideware to Perform Dialogic Conversations” methods and principles that can be integrated Ewa McGrail, Georgia State University, Atlanta, into a range of courses across the grade levels “Shooting with an iPhone/Android Camera and to increase student learning and engagement, Media Effects” and, ultimately, citizen action. J. Patrick McGrail, Jacksonville State University, AL, Presenters: Ben Boyington, Global Critical Media “Shooting with an iPhone/Android Camera and Literacy Project, Claremont, NH Media Effects” Allison Butler, Action Coalition for Media Education Mary Rice, University of New Mexico, Albuquerque, Nolan Higdon, California State University, East Bay “Animated Digital Collage Making” Clarissa West-White, Bethune Cookman University, W.07 Fire Curiosity and Spark Joy in Daytona Beach, FL, “Using Evernote and Zotero (to G the Literacy Classroom with the Name a Few) to Support Inquiry” TE Question Formulation Technique 318 How can student curiosity fuel passion for reading and writing? Experience the Question Formulation Technique (QFT), a simple,

2019 NCTE ANNUAL CONVENTION PROGRAM 69 WORKSHOPS / 11:30 A.M.–3:30 P.M.

W.09 Inquiry, Identity, and Equity: W.11 Sustaining a Writing Project Site: G Teaching beyond Our Biases G Nuts and Bolts TE 321 LATROBE (HILTON) As educators, we do not shed who we Sponsored by the National Writing Project are at the schoolhouse doors, nor should This interactive workshop will allow site we. During this session, the presenters will leaders to share information about their lead participants through an inquiry into

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, sites and learn from each other strategies themselves, applying a critical lens to who to improve their site management. Topics they are and examining how their identity and that will be included are site diversity, experiences impact their work with students. financial support, research, branding, teacher Presenters: Sara Ahmed, NIST International School; engagement, and conflict resolution. Bangkok, Thailand & HMH/Heinemann, Portsmouth, Presenter: Tonya Perry, University of Alabama at NH Birmingham Tricia Ebarvia, Educator Collaborative, Dresher, PA Chad Everett, Horn Lake Middle School W.12 Teaching Multimedia, Citizen Jess Lifshitz, Meadowbrook Elementary School G Journalism through “Our Democracy” W.10 Operation Game Design: Building TE BLAKE (HILTON) S Quests for Personalized Learning in Your English Language Arts Teachers will explore ways to lead students Classroom through the production of multimedia 324 storytelling and citizen journalism they can contribute to “Our Democracy,” a project from Through quest-based learning you can award-winning photojournalist Andrea Bruce, transform literacy instruction into a game funded by National Geographic and Catchlight with creativity, collaboration, and play, while Foundation and supported by the Pulitzer still meeting Common Core State Standards. Center on Crisis Reporting. The session will Learn how to organize an overarching mission be led by Lorraine A. Ustaris, a Philadelphia in which assignments are like a sequence of Writing Project teaching consultant and full- game levels students need to successfully time video producer and educator for “Our complete in order to “rank up” and complete Democracy.” In the longest segment of the all the required learning targets. To workshop, she will provide photo, video, and differentiate learning, some students may take multimedia reporting resources and hands-on side quests, while others might fast-forward training for educators. to level-ending boss battles or solve mysteries Presenter: Lorraine A. Ustaris, Our Democracy/The that help unlock the legends, themes, and Philadelphia Writing Project/Pulitzer Center on Crisis pertinent information. Participate in this Reporting, Newtown, PA hands-on workshop and learn how to build a quest. Presenter: Michele Haiken, Rye Middle School and Manhattanville College, NY

70 2019 NCTE ANNUAL CONVENTION PROGRAM WORKSHOPS / 11:30 A.M.–3:30 P.M. THURSDAY

W.13 The Black Arts Movement as Critical W.15 Using Global News to Creatively M Media Literacy: From Be Bop to Hip E Connect with the World S Hop! M PEALE B (HILTON) PEALE A (HILTON) TE S This workshop for educators demonstrates The session examines literature, visual TE ways of engaging students creatively, critically, culture, politics, aesthetic foundations, music, and empathetically with global news stories spokespersons, and institutional development supported by the Pulitzer Center. Participants emerging from both movements. This explore compelling multimedia news stories session exposes participants to a conceptual and respond through hands-on poetry and aesthetic framework for analyzing, and photography activities. Participants interrogating, and understanding two major emerge from the workshop with immediately cultural phenomena: 1) the political and implementable activities and resources that cultural roots of BAM; 2) the political and help students 1) cultivate their curiosity about cultural roots of Hip Hop. Additionally, the global news, 2) develop personal and local workshop examines Black art as critical media connections to global news stories, 3) consider literacy and interrogates its radical tradition which news stories and whose perspectives as a powerful force for social change, cultural go under-reported, and 4) seek out, share, and preservation, principled truth telling, social produce news that matters to them. justice, “edutainment,” and human liberation. Presenters: Hannah Berk, Pulitzer Center, Washington, Presenter: Lasana Kazembe, Indiana University Purdue DC University Indianapolis Fareed Mostoufi, Pulitzer Center, Washington, DC

W.14 Uprising in the Classroom: Using S Oral History to Connect the TE Community to the Curriculum 331 Preserve the Baltimore Uprising is a crowd-sourced online repository, managed by Baltimore-area university faculty in collaboration with the Maryland Historical Society, that preserves and provides access to original content produced by witnesses to the protests that followed the death of Freddie Gray in 2015. In the first part of this hands- on workshop, participants will explore the archive and learn how to leverage its content to support both classroom instruction and original student research. In the second part, the focus will shift to crafting research-based units of study that will empower students to illuminate the neglected histories of their own communities. Presenters: John Eugene, Baltimore Polytechnic Institute, MD Denise Meringolo, University of Maryland Baltimore County

2019 NCTE ANNUAL CONVENTION PROGRAM 71 C SESSIONS / 1:00–2:15 P.M.

FEATURED SESSION

G

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, Evicted: Poverty and Profit in the American City 310 Even in the most desolate areas of American cities, evictions used to be rare. But today, most poor renting families are spending more than half of their income on housing, and eviction has become ordinary, especially for single mothers. Professor Desmond’s Pulitzer Prize winning reportage takes us into the poorest neighborhoods of Milwaukee to tell the story of eight families on the edge. All are spending almost everything they have on rent, and all have fallen behind. As we see families forced into shelters, squalid apartments, or more dangerous neighborhoods, we bear witness to the human cost of America’s vast inequality—and to people’s determination and intelligence in the face of hardship.

Speaker: Matthew Desmond, Maurice P. During Professor of Sociology and Principal Investigator of the Eviction Lab at Princeton University

Matthew Desmond is the Maurice P. During Professor of Sociology at Princeton University. After receiving his Ph.D. in 2010 from the University of Wisconsin at Madison, he joined the Harvard Society of Fellows as a Junior Fellow. He is the author of four books, including Evicted: Poverty and Profit in the American City (2016), which won the Pulitzer Prize, National Book Critics Circle Award, and Carnegie Medal, and PEN / John Kenneth Galbraith Award for Nonfiction. The principal investigator of The Eviction Lab, Desmond’s research

focuses on poverty in America, city life, housing insecurity, public Lillian Leung Photo: policy, racial inequality, and ethnography. He is the recipient of a MacArthur “Genius” Fellowship, the American Bar Association’s Silver Gavel Award, and the William Julius Wilson Early Career Award. A contributing writer for the New York Times Magazine, Desmond was listed in 2016 among the Politico 50, as one of “fifty people across the country who are most influencing the national political debate.”

A book signing will follow the session.

72 2019 NCTE ANNUAL CONVENTION PROGRAM C SESSIONS / 1:00–2:15 P.M. THURSDAY

C.01 Cultures of Reading Roundtable 5: “Fostering Family Engagement BALLROOM I & III through Literary Inquiry” Sarah Duncan, Lipscomb University, Nashville, TN Educators, authors, and illustrators will look at Charlene Klassen Endrizzi, Westminster College, New the use of children’s literature in elementary Wilmington, PA classrooms, family engagement, picture Jeanne Gilliam Fain, Lipscomb University, Nashville, TN books, cultural authenticity, and more in this Karen Louise Matis, Shenango Junior and Senior High roundtable session. School, New Castle, PA Chair: Clare Landrigan, Heinemann, Waban, MA Jenny Tuten, Hunter College, CUNY Roundtable 6: “Strategic Classroom Design—How Roundtable Topics and Leaders: Can We Use Our Learning Environment to Nurture Roundtable 1: “Sticky and Silly: Re-Readable Picture Emotional Intelligence and Culturally Responsive Books for Joyful Classroom Communities” Pedagogy in Meaningful and Welcoming Ways?” Oona Marie Abrams, School District of the Chathams, Ian Fleischer, SD NJ Jessica Martin, Hawthorne, CA Gene Barretta, Henry Holt & Co Cristina Navarro, growingeducators.com Josh Funk, Penguin/Sterling/Two Lions Roundtable 7: “Taking an Inquiry Stance on an Early Julia Guthrie, Notre Dame Academy, Palisades Park, NJ Childhood Literacy Program: Getting It Wrong, Andrea J. Loney, Random House Knopf Getting It Right, and Key Lessons Learned” Joe McGee, Abrams Books Claudia Gentile, NORC, Ewing, NJ Anica Mrose Rissi, Disney, Hyperion Dina Portnoy, Philadelphia Writing Project, PA Michael Rex, Nancy Paulsen Books Diane Waff, University of Pennsylvania, Philadelphia Annie Silvestro, Doubleday Books for Young Readers/ Michele Walden-Bell, Philadelphia Writing Project, PA Sterling Children’s Books/HarperCollins Roundtable 8: “Purpose and Power: Cultivating Roundtable 2: “Analyzing Picture Book Illustrations & Children’s Curiosity with Picture Books” Text to Become Better Writers” Shelley Hays, Upper Arlington City Schools, OH Katey Howes, Lerner Publishing Elizabeth Ingraham, Upper Arlington City Schools, OH Kerry Madden-Lunsford, Schwartz & Wade/Penguin Julie Wright Random House Roundtable 9: “Cultural Authenticity in Jewish Daria Peoples-Riley, Greenwillow/HarperCollins, Children’s Literature” Bloomsbury Publishing Hayley Libowitz, Towson University, MD Jennifer Richard Jacobson, Simon & Schuster Xiaoming Liu, Towson University, MD Roundtable 3: “Fitting It All In: Inquiry, Equity, and Roundtable 10: “Reader Response to Visual Text” Interdisciplinary Practice in Elementary Classrooms” Lesley Roessing, Riverview Charter School, Okatie, SC Linda Amici, Westerville City Schools, OH Roundtable 11: “Inquiring into the Visible and LaTresa Rieves, Westerville City Schools, OH Invisible Teaching of Reading: Re-Connecting Lee Rutherford, Westerville City Schools, OH Classroom Libraries and the Conference” Kari Tucker, Westerville City Schools, OH Jennifer Scoggin, Guilford, CT Jill Williams, Westerville City Schools, OH Vincent Ventura, LitLife International, Monterrey, Nuevo Roundtable 4: “Social-Emotional Learning through Leon Literature: Tackling Big Emotions in Elementary Hannah Schneewind, Westport, CT Classrooms” Roundtable 12: “What Are We Reading? A Snapshot Leah Bowen, Magination Press, Books for Kids from the of Read Aloud Selections in a National Study” American Psychological Association Craig Young, Bloomsburg University of PA Holly Brochmann, Magination Press, Books for Kids Kristin Conradi Smith, College of William & Mary, from the American Psychological Association Williamsburg, VA Danielle Dufayet, Magination Press, Books for Kids Jane Core Yatzeck, College of William & Mary, from the American Psychological Association Williamsburg, VA Lysa Mullady, Magination Press, Books for Kids from the American Psychological Association

2019 NCTE ANNUAL CONVENTION PROGRAM 73 C SESSIONS / 1:00–2:15 P.M.

C.02 WhY(A) War: Inquiring into Roundtable 6: “Childhood in Croatia: Young M Adolescents in Conflict Adulthood during the Baltic Conflict” Anita Dubroc, Louisiana State Universit, Baton Rouge MS BALLROOM II Roundtable 7: “Inquiring into the Aftermath of C Sponsored by ELATE Global Conflict through YA Literature” In this conversation session sponsored by Sybil Durand, Arizona State University, Tempe the ELATE Commission on the Study and Roundtable 8: “Fighting the Enemy from Within:

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, Teaching of Adolescent Literature, authors Resistance in WWII Germany in The Plot to Kill Hitler Neal Shusterman and Deborah Heiligman by Patricia McCormick and Orphan Monster Spy by will provide keynote speeches addressing Matt Killeen” YA literature that depicts war and wider Marshall George, Hunter College, CUNY issues of conflicts and why it is important for Roundtable 9: “Redefining Family in Times of War to adolescents to read these types of books. Find Strength and Courage: Salt to the Sea” Afterward, attendees will rotate through Michelle Goodsite, Kennesaw State University, GA three 15-minute roundtables of their choice Roundtable 10: “Women in Conflict through the to discuss a rich diversity of texts that deal Ages: Blood, Water, Paint” with war and conflict, feature inquiry-based Alice Hays, California State University, Bakersfield projects, and share other teaching methods. Roundtable 11: “New Battles, New Identities: The War Victor Malo-Juvera, University of North Carolina, Chair: That Saved My Life, and The War I Finally Won” Wilmington Crag Hill, University of Oklahoma, Norman Tradebook Authors: Deborah Heiligman, Henry Holt Roundtable 12: “How It Went Down by Kekla Magoon, and Co. Tyler Johnson Was Here by Jay Coles, and Long Way Neal Shusterman, Simon and Schuster Down by Jason Reynolds” Introducing Neal Shusterman: Steven Bickmore, Melanie Hundley, Vanderbilt University, Nashville, TN University of Nevada, Las Vegas Presenters: Chea Parton, The University of Texas at Roundtable 13: “The Harlem Hellfighters: Inquiring Austin into an Invisible Story of the Great War” Emily Peters, Louisiana State University, Baton Rouge Mark A. Lewis, James Madison University, Harrisonburg, Steffany Comfort Maher, Indiana University Southeast, VA New Albany, IN Matthew Rossi, Archbishop Curley High School, MD Gretchen Rumohr-Voskuil, Aquinas College, Zeeland, MI Roundtable 14: “Exploring Internal Conflict and Questioning Stereotypes of PTSD: The Things a Roundtable Topics & Leaders: Brother Knows” Roundtable 1: “Inquiring Warfare from the Inside: Dan Moore, University of Colorado Teaching with Gratz’s Refugee” Roundtable 15: “Lasting Effects of Conflict: PTSD in Jacqueline Bach, Louisiana State University Young Adult Literature with The Impossible Knife of Candence Robillard, LSU Laboratory School, LA Memory” Roundtable 2: “Monday’s Not Coming: How Might Elsie Lindy Olan, University of Central Florida, Orlando Themes Provide ‘Breadcrumbs’ into Students’ Kia Jane Richmond, Northern Michigan University, Internal and External Conflicts?” Marquette, MI Stefani Boutelier, Aquinas College, MI Roundtable 16: “Resistance in WWII YA: Pilots, Lindsay Cherry, Harbor Lights Middle School, Holland, MI Partisans, and Pretenders in Under a War-Torn Sky Roundtable 3: “WhY(A) War within Ourselves: and The Book Thief” Inquiring into Adolescents Who Self Harm with Girl Denise Ousley-Exum, University of North Carolina in Pieces” Wilmington Ashley Boyd, Washington State University, Pullman Roundtable 17: “Searching for Strength, Forgiveness, Janine Darragh, University of Idaho, Moscow and Peace in Times of War with Characters from A Lisa Hazlett, The University of South Dakota, Vermillion Separate Peace by J. Knowles” Roundtable 4: “Conflicts along the US-Mexico Leilya Pitre, Southeastern Louisiana University, Border: Inquiry into Immigration and Unaccompanied Ponchatoula, LA Minors in Disappeared by Francisco Stork” Roundtable 18: “War from the Point of View of Kelly Bull, Notre Dame of Maryland University Animals in Pride of Baghdad by Brian Vaughn” Roundtable 5: “Young Refugees: Considering the Lisa Scherff, Community School of Naples, Fort Myers, Impact of Conflict on Adolescents through Refugee” FL Jennifer Dail, Kennesaw State University, GA

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Roundtable 19: “True Stories of Conflict: Using C.03 Inquiring into Climate Change in Nonfiction Titles to Spark Student Inquiry with The M English Port Chicago 50: Disaster, Mutiny, and The Fight for MS BALLROOM IV Civil Rights” C Nina Schoonover, North Carolina State University, Raleigh Sponsored by the ELATE Commission on TE Roundtable 20: “The Violence Children Experience: Climate Change and the Environment Exploring the Refugee Experience with A Land of Perhaps the most overwhelming issue facing Permanent Goodbyes” humanity is climate change; it is already having Shelly Shaffer, Eastern Washington University, Cheney, dramatic impacts and will profoundly shape the WA world in which our students live. How do we Roundtable 21: “Conflict Conquered by Love: Familial think about and inquire into climate change in Relationships in Deborah Heiligman’s Vincent and English language arts? This roundtable session Theo: The Van Gogh Brothers, and Charles and Emma: includes middle school, high school, media The Darwins’ Leap of Faith” specialists, and college teachers, and young Kane Sharon, SUNY Oswego, NY adult authors, sharing about their experiences using literature, writing, media studies, and Roundtable 22: “Cultural Erasure and Genocide in the more to foster student understanding of and Past, Present, and Future: The Marrow Thieves” Meredith Sinclair, Southern Connecticut State University, engagement with climate change. New Haven Presenters: Noah Asher Golden, Chapman University, Roundtable 23: “Museum Curation of March as Social Orange, CA Justice Inquiry” Mark A. Lewis, James Madison University, Harrisonburg, Thomas B. Smith, Utah Valley University, Orem VA Rich Novack, Teachers College, Columbia University, Roundtable 24: “Friendship, (Dis)loyalty, and Freedom: New York, NY Exploring Inner and Outer Conflict in The War Outside” Katie Sluiter, Wyoming Junior High School/Western Terri Suico, Saint Mary’s College, IN Michigan University Roundtable 25: “Addressing the War on Bodies of Roundtable Topics & Leaders: Color in Superhero Graphica” Francisco Torres, University of Colorado Boulder Roundtable 1: “Working with Science, Social Studies, Math, and Art Teachers for Interdisciplinary Instruction Roundtable 26: “‘But Were They Really Spies?’: on Teaching about Climate Change” Inquiring into the War Stories of WWII Women through Richard Beach, University of Minnesota, Minneapolis Elizabeth Wein’s Novel, Code Name Verity” Emily Wender, Indiana University of Pennsylvania Roundtable 2: “Climate Change Inquiry Leads to Senior Service Projects” Roundtable 27: “Dear Martin: Using YA Literature to Tracy Becker, St Joseph High School, MI Address Current Events and Bridge Differences” William Williams, Concord University, WV Roundtable 3: “When the Tide Rises: The Environmental and Cultural Effects of Flooding as Greta Honsberger, Mary Queen of Peace Respondents: Presented in Young Adult Literature and the Canon” Catholic School Ashley D. Black, Northwest Missouri State University, Melanie Shoffner, James Madison University, Harrisburg, Maryville VA, “Fighting the Enemy from Within: Resistance in Roundtable 4: “‘But my parents said...’: Understanding WWII Germany in The Plot to Kill Hitler by Patricia How FYW Students’ Perceptions and Writings about McCormick and Orphan Monster Spy by Matt Killeen” Climate Change Are Informed by Local and Global Katie Sluiter, Wyoming Junior High School/Western Representations” Michigan University, “What It Means to Survive: Ann Burke, Michigan State University, East Lansing Engaging Internal and External Conflict in Never Fall Down” Roundtable 5: “Ship Breaker and Carbon Diaries 2015 Ann Marie Smith, North American University, “WhY(A) as Anchor Texts in a YA Climate Change Unit” War: Re-examining American Sanctuary During WWII Nikki Callen, Portage Central High School Through Refugee Adolescents’ Experiences with The Roundtable 6: “In the Classroom, Out of the Whirlwind” Classroom—Empowering Students to Action!” Emily Zeller, Urbana Middle School, MD, “Conflicts along Nancy Castaldo, National Geographic/Algonquin Books/ the US-Mexico Border: Inquiry into Immigration and HMH Books for Young Readers Unaccompanied Minors in Disappeared by Francisco Roundtable 7: “Sustainability in the First-Year Stork” Composition: Making Change from Within” Jill Dahlman

2019 NCTE ANNUAL CONVENTION PROGRAM 75 C SESSIONS / 1:00–2:15 P.M.

Roundtable 8: “Reading for Nature, Ecology, and C.04 Sounding Our Voices: Podcasting in Sustenance” M and beyond Our Classrooms Elizabeth Dinkins, Bellarmine University, Louisville, KY 304 Roundtable 9: “Using Shakespeare to Teach about Climate Change: The Forgeries of Jealousy” Come attend a live recording of the Voices Timothy Duggan, Northeastern Illinois University, Chicago from the Middle podcast in an interactive session featuring YAL authors and teacher- Roundtable 10: “Combining Climate Change and leaders whose inquiry work appears in the THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, Critical Inquiry in the English Methods Course” Ellen Foley, Western Michigan University, Kalamazoo journal. Then, learn more as we pull back the curtain and share how you, too, can podcast Roundtable 11: “Should There Be Limits on Man’s from your own ELA classroom. Manipulation of Nature? High School Students Inquiring into Climate Change” Chair: Sara Kajder, The University of Georgia, Athens Maria Hagen, Loyola University, Baltimore, MD Presenters: Alex Corbitt, Boston College, Brighton, MA Will Fassbender, The University of Georgia, Athens Roundtable 12: “Climate Inquiry through a Moot Amy Fleming, Elizabethtown Area Middle School, PA Court Simulation” Julie Inwright, Malcom Bridge Middle School, Bogart, GA Patricia Hans, Ridgewood High School, NJ Stacia Long, The University of Georgia, Athens Roundtable 13: “Integrating Cli-Fi Literature and Beth Shaum, St. Francis of Assisi Catholic School, Ann Poetry into Genre Studies and Scared Writing in Arbor, MI First-Year College Composition” Gretchen Taylor, Dublin City Schools, OH Toby Kahn-Loftus, North Central Michigan College, Respondent: Shelbie Witte, Oklahoma State University, Petoskey Stillwater Roundtable 14: “Climate Change Apocalypse” Latasha McKinney, Emerson North Middle School, OK/ C.05 Picture Books That Feature University of Central Oklahoma G Mindfulness Elements: Two Literacy Roundtable 15: “Adolescents Problem Solving TE Educators’ Inquiry Climate Change through Multimodal Science Fiction 305 Narratives” Ji Shen, University of Miami, FL Presenters will define mindfulness (Jennnings, Blaine Smith, University of Arizona, Tucson 2015), share its three axioms (i.e., intention, Roundtable 16: “Thriller Climate-SciFi: Teaching attention, and attitude) (Shapiro et al., 2006), Climate Change to Middle & High Schoolers via convey contemporary research on mindfulness Fiction” practice for teachers, share multiple children’s Catherine Stine, School of Visual Arts, New York, NY picture books that fit within mindfulness’s axioms (Shapiro et al., 2006), share Roundtable 17: “Middle Schoolers Investigating teaching activities and discussion questions Climate Change and Taking Action” Shantel VanderGalien, Wyoming Junior High, MI that encourage mindfulness, discuss and reflect on mindfulness lesson in a children’s Roundtable 18: “Inquiry-Based Projects and Climate literature class, and engage in discussions Change: Adapting the Multigenre Project” with attendees about how to engage in Patricia Waters, Troy University, TN mindfulness via children’s picture books in Roundtable 19: “Building Walls and Demonizing their classrooms. Attendees will leave with Refugees: Teaching Climate Change in ELA in the several ideas for how to incorporate children’s Trump Era” picture books that incorporate mindfulness Allen Webb, Western Michigan University, Kalamazoo axioms into their classrooms. Presenters: Kathryn Caprino, Elizabethtown College, Mount Joy, PA Tara Gold, University of North Carolina, Chapel Hill

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C.06 Collaborating for Development: Shannon Hale, Macmillan Children’s Publishing Group TE Teachers/Writers Jaime Kim, HarperCollins Children’s Books 306 Sharon Langley, Abrams Linda Sue Park, Houghton Mifflin Harcourt Novice teachers gain insight from a guided LeUyen Pham, Macmillan Children’s Publishing Group Oral Inquiry Process and by reflecting on their Brian Pinkney, Houghton Mifflin Harcourt Books for practices as writers. Young Readers Chair and Presenter: Dawan Coombs, Brigham Young Yamile Saied Mendez, HarperCollins Children’s Books University, Provo, UT Traci Sorell, Penguin Young Readers Presenters: Bob Fecho, Teachers College, Columbia Namrata Tripathi, Kokila Books University, New York, NY Respondent: Jenny Seiler, Fond du Lac School District, Todd Hawley, Kent State University, OH WI Trevor Stewart, Virginia Tech, Blacksburg Dorothy Suskind, Longwood University, Farmville, VA C.09 Tough Times, Tough Texts: How We G Help Kids Read and Write Better C.07 NCTE19 Black Author Roundtable 309 G 307 Join us as we share strategies that help all How can Black authors and teachers work students, but especially striving students, think together to provide increased visibility deeply, write responsively, and read closely a and access to works exploring the Black variety of texts. We’ll examine the problems experience? Explore inquiry in this roundtable and possibilities in reading and writing session where teachers and Black authors texts that may be about tough or sensitive discuss recently published books and issues. We need to find those examples that ways they can be used to explore notions lead them to reading and writing that help of heroism, identity, and socioeconomic them not only see themselves, but see and structures. understand the rich, diverse lives that enrich us. In this fast-paced, interactive session, Presenters: Edith Campbell, Cunningham Memorial you’ll learn strategies that help you and your Library/Indiana State University, Terre Haute students handle tough texts during these Leah Henderson, Simon & Schuster tough times. Ebony Elizabeth Thomas, University of Pennsylvania, Philadelphia Chair: Kylene Beers, educational consultant/Scholastic, Julia Torres, Denver Public Schools, CO Inc., The Woodlands, TX, “Strategies for Reading Ibi Zoboi, HarperCollins Tough Texts” Presenters: Robert Probst, Georgia State University, C.08 How Words & Pictures Come “What Makes Texts Tough” E Together Linda Rief, Oyster River Middle School/University of M 308 New Hampshire, Durham, “Why Real Writing Counts” Respondent: Penny Kittle, Plymouth State University/ Picture books and graphic novels are University of New Hampshire engaging, yet their value is often questioned. Three educators who promote the use of illustrated texts for their depth will share their methods and benefits, along with author & illustrator pairs discussing how their two parts come together to create a complete, complex story. Chair: Jillian Heise, Kenosha Unified School District, WI Presenters: Lorie Barber, Schiesher Elementary School, Lisle, IL Authors/Illustrators: Raul Colon, Simon & Schuster Floyd Cooper, Abrams

2019 NCTE ANNUAL CONVENTION PROGRAM 77 C SESSIONS / 1:00–2:15 P.M.

C.11 Inquiry through Identity C.13 Teaching the Holocaust in a Time of S 311 M Unrest C This session will provide specific examples S 313 on how teaching composition guided by TE This presentation explores the study of the student inquiry can be much more beneficial Holocaust today, where our students see than following a standardized curriculum prejudice and hatred firsthand. Connecting and pedagogy. It will provide examples on choices made during the Holocaust to current THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, how composition classrooms that encourage situations, students develop skills to help exploration of identity have a much better combat hateful attitudes. Presenters will share chance of producing stronger and more lessons to help teachers answer the tough confident writers. questions that arise with such study. Chair and Presenter: Octavio Pimentel, Texas State Chair: Beverly Ann Chin, University of Montana, University, San Marcos Missoula Presenter: Charise Pimentel, Texas State University, San Presenters: Ashley Harbel, Sanborn Regional High Marcos School, Kingston, NH Kimberly Klett, Dobson High School, Mesa, AZ C.12 Innovative Teaching in Multilingual E Early Childhood Settings through C.14 Integrated Digital Inquiry: M C Practice-Based Inquiry Preservice Teachers Curate TE 312 S Concept-Based Text Sets to Encourage Student Writing We examine how preservice teachers can TE better understand and respect their early 314 childhood students’ language use through This panel presentation will share preservice practice-based inquiry projects conducted teachers’ approach to planning using the in linguistically diverse field settings. We literary social-media site Goodreads.com as a show how inquiry can be (1) participatory (2) forum. Students will share how they engaged socially responsive (3) a space to challenge in digital inquiry through a conceptual lens assumptions, and (4) liberating. (e.g., power, identity, perspective) to discover Presenters: Katherine Allison, The University of Texas texts of all genres that would appeal to young at Austin adolescent learners and that could be used Stephanie Bode, The University of Texas at Austin throughout a year of instruction. Students will Yingxin Chen, The University of Texas at Austin share how they used each text as a mentor Jessica Fisher, The University of Texas at Austin or model text to inspire student writing in Bailey Glenn, The University of Texas at Austin both low- and high-stakes assignments. Jasmine Hashemi, The University of Texas at Austin Finally, students will share the impact of Catherine Lammert, University of Iowa, Iowa City the assignment on their future approach to Beatrice Nguyen, The University of Texas at Austin planning inquiry-based instruction. Erica Steinitz, The University of Texas at Austin Chair: Kristina Doubet, James Madison University, Iris Treinies, The University of Texas at Austin Harrisonburg, VA, “Using Goodreads to Drive Text- Set Inquiry through a Conceptual Lens” Presenters: Corinne Dowell, James Madison University, Harrisonburg, VA, “Using Goodreads to Drive Text- Set Inquiry through the Conceptual Lens of Identity” Kailyn Gilliam, Jack Jouett Middle School, Charlottesville, VA, “Using Goodreads to Drive Text- Set Inquiry through the Conceptual Lens of Voice” Taylor Guckert, James Madison University, Harrisonburg, VA, “Using Goodreads to Drive Text-Set Inquiry through the Conceptual Lens of Community”

78 2019 NCTE ANNUAL CONVENTION PROGRAM C SESSIONS / 1:00–2:15 P.M. THURSDAY

Bethany Hagenbuch, James Madison University, C.18 Narratives as Literary Texts to Harrisonburg, VA, “Using Goodreads to Drive E Promote Activism Text-Set Inquiry through the Conceptual Lens of M 322 Perspective” Dana Hawker, “Using Goodreads to Drive Text-Set This session will address youth organizing Inquiry through the Conceptual Lens of Perspective” in and beyond the classroom to promote Macy Pniewski, Floyd E. Kellam High School, activism through narratives, hip hop as texts, Virginia Beach, VA, “Using Goodreads to Drive and teacher experiences in literacy instruction. Text-Set Inquiry through the Conceptual Lens of Chair: Cristen Curley-Edwards, State College of Florida Interdependence” Collegiate School, Bradenton Presenters: Matthew Homrich-Knieling, Cesar Chavez C.15 Teaching Writing Is Not a Spectator Academy, Detroit, MI G Sport: Using What We Learn about Crystal Lavoulle, LaVoulle Group, LLC., Atlanta, GA TE Ourselves as Writers to Become Kara Taylor, Indiana University Purdue University Stronger Writing Teachers Indianapolis 315 C.19 Exploring Students’ Spirited Want to know the secret for effective writing M Inquiries into Social Justice Issues instruction? It’s not found in a textbook or through Critical Media Literacy script. Teaching writing begins with being S a teacher who writes. We’ll share insights C 325 we learned from taking a deep dive into the TE This session explores the application of connection of writing and teaching and help critical media literacy to engage students you do the same. in spirited inquiry in middle school, high Presenters: Leigh Anne Eck, Clark Middle School, school, undergraduate, and graduate-level Vincennes, IN teaching contexts. Presenters will discuss how Michelle Haseltine, Brambleton Middle School, LCPS, VA they guide their students in critical inquiries Jennifer Laffin, Teach Write LLC, Bristol, WI through digital video composition, critical Andy Schoenborn, Mt. Pleasant High School, MI interrogations into “post-truth” America, and alternative media production. Attendees will C.16 How Is Writing Really Taught? learn why critical media literacy is essential G TE 316 in the English language arts classroom and acquire practical strategies for integrating it Members of this panel explore how teachers into their pedagogical practice. have been taught to teach writing and how Presenters: Sarah Bonner, Heyworth Community Unit writing is actually taught in K–12 schools. School District #4, IL, “Creating Wobble in a World Presenters: Chandra Alston, University of Michigan, of Spin: Positioning Students to Challenge Media Ann Arbor Poses” Katie Danielson, University of Portland, OR Seth French, University of Arkansas, Fayetteville, Karen Morris, Penn State University, State College “Uncovering Students’ Passions toward Social Justice Issues through Détournement” Robyn Seglem, Illinois State University, Normal, “Creating Wobble in a World of Spin: Positioning Students to Challenge Media Poses” Jeff Share, University of California, Los Angeles, “Preparing Educators to Teach K–12 Students Critical Media Literacy” James Trier, University of North Carolina, Chapel Hill, “Détournement, the Spectacle, and Critical Media Literacy” Respondent: Antero Garcia, Stanford University, CA

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C.20 Reading & Writing to Process C.22 Contending Together, Inquiring M Trauma M Together: Gun Violence in the ELA S 326 S Classroom C Reading and writing help people make TE 328 TE meaning. Reading and writing help people The shadow of gun violence hovers over process change. Reading and writing help America and, too often, it affects our people critique and connect with this world. schools. The school community, including THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, Panelists share methods and framework administrators, teachers, staff, parents, and for literacy pedagogies that help process students, is directly impacted and must trauma. respond to anxiety and fear created by threats Presenters: Arlène Casimir-Siar, Teachers College of violence. Drawing on the experiences of a Reading and Writing Project, New York, NY YA author, mental health professional, English Catherine DeLazzero, Yeshiva University, New York, educators, and ELA teachers in diverse NY classrooms, this panel discusses how all Dulce-Marie Flecha, Cayuga Centers, Bronx, NY stakeholders can be encouraged to analyze Krystin McCauley, University of South Carolina, and address this issue in impactful ways. Columbia Chair: Steven Bickmore, University of Nevada, Las Sadiel Perez, Cayuga Centers, Bronx, NY Vegas Presenters: Chris Crutcher, HarperCollins, Spokane, C.21 Where We Belong: Developing WA, “The Author’s Voice and Responsibility in M Curiosity about Ourselves and Writing about Gun Violence” S Our Community through Place- Maria Hernandez Goff, California State University, Based Writing Fresno, “Where Is the Attention?” 327 Travis Reyes, HB Woodlawn Secondary Program, “Gun Violence, Poverty, and Schools” Do students recognize a connection Jason Reynolds, Simon & Schuster between writing topics taken in the Gretchen Rumohr-Voskuil, Aquinas College, Zeeland, MI abstract and the reality of the time and Shelly Shaffer, Eastern Washington University, Cheney, place in which they live? This session will “How School Gun Violence is Manifested in YA explore how personal, place-based writing Literature” inspires curiosity, generates questions, and motivates students to go beyond formulaic C.23 Writing Conferences: Inviting writing and create authentic texts. How M Students into the Feedback teachers integrated this type of writing S Conversation into existing secondary English curriculum at multiple levels, and the digital and C 329 performance possibilities, will inform this Traditional writing feedback has included panel presentation. teachers breaking out the red pen, marking up Presenters: Ted Fabiano, Blue Valley Schools, Olathe, papers, sharing their “expertise,” and moving KS, “Generating Curiosity through Place-Based on to the next assignment. The Write This, Writing” Not That team will focus on inviting students Katie Kline, Greater Kansas City Writing Project, to bring their voice to the evaluation process, “Place-Based Storytelling” making feedback a conversation rather than a teacher dictum. This hands-on workshop will provide low- and high-tech strategies along with ideas and tools for effective writing conferences that will move student writing forward. Presenters: Susan Barber, Grady High School, Sharpsburg, GA Adrian Nester, Tunstall HIgh School, Danville, V

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C.25 Teacher Inquiry as Professional C.27 Ethnic Studies: The Spirited Inquiry E Learning E Needed in Challenging Times TE 332 M 330 How can dedicated teacher inquiry become S Sponsored by the NCTE Latinx Caucus an integral part of a professional learning Ethnic Studies—the academic exploration of network? And how does that work impact both content from the perspective of marginalized teacher and student learning? In this session, cultures—has been shown to be a hugely early literacy educators who participate in a impactful addition to literacy curriculum for multi-year network experience share how their all students. This panel explores the cultural teacher research projects impact their teaching and educational challenges and opportunities and their own students’ learning. facing students and literacy educators in the Presenters: Chip Bennett, Perry Early Learning Center, present sociopolitical moment, and how ethnic Ypsilanti, MI, “Oral Learning, Social Readiness, and studies content and pedagogy can act as a Reading Engagement with Cross-Grade Literacy transformative, liberatory, and profoundly Friendships” necessary form of spirited inquiry. Melissa Brooks-Yip, Washtenaw ISD, Ann Arbor, MI Chair: Timothy San Pedro, The Ohio State University, Kat Dudzik, Perry Early Learning Center, Ypsilanti, Columbus MI, “Oral Learning, Social Readiness, and Reading Presenters: Cati de los Ríos, University of California, Engagement with Cross-Grade Literacy Friendships” Davis, “‘Pidiendo Posadas’: Exploring Literacies of Cathy Fleischer, Eastern Michigan University, Ypsilanti Refuge in an Ethnic Studies Class” Tonya Saragoza, Symons Elementary, Milan, MI, “Writing Michael Dominguez, San Diego State University, CA, Instruction in 3rd Grade” “Exploring Transborder Literacy Lives through Multimedia Engagement with Ethnic Studies” C.26 Not in My Neighborhood: Housing Lauren Leigh Kelly, Rutgers University, “‘I Hope You S Discrimination and Education Take This With You’: Centering the Black Experience C Justice in Critical English Education” TE 335 Donja Thomas, Gahanna Jefferson Schools, OH, “Cultural and Critical Teaching: Why Black Studies Sponsored by the NCTE Secondary Section Matter” Steering Committee Respondent: Ernest Morrell, University of Notre Dame, IN An interactive panel and facilitated discussion about how to engage, amplify, and empower C.28 Youth-Centered Inquiry in student and community voices to spark Classrooms and Communities positive impacts in Baltimore. Panelists 337 will frame the historical and contemporary relationship between housing discrimination Presenter 1 will discuss an action research project and education iniquity in Baltimore, as well with immigrant-origin youth that explored their as techniques and tools for working across linguistic and cultural identities. Presenter 2 will disciplines and beyond classroom walls to describe a study that explored critical inquiry and inspire student inquiry about the world around collaborative play. Presenter 3 will illustrate how the them. Participants will be engaged in facilitated notion of play can be a path toward humanization, discussion about concrete ways to apply the cultural relevancy, and transformation. insights from panelists to their own school and community contexts. Presenters: Misty Ferguson, University of Texas at San Antonio Keisha Allen McIntosh, University of Presenters: Nora Peterman, University of Missouri, Kansas City Maryland, Baltimore County Christina Ponzio, Michigan State University, East Kali-Ahset Amen, Johns Hopkins University Lansing Keisha Green, University of Massachusetts, Amherst Carrie Symons, Michigan State University, East Lansing Michael Molina, Gilman, Baltimore, MD Rhianna Thomas, University of Missouri, Kansas City Marisa Thompson, Carlsbad Unified, CA

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C.29 Using Historical Fiction in the C.31 Enhancing Understanding with E Classroom for Deeper Inquiry into E Time Travel: Manipulating Time M Who We Were, Are, and Will Be M and Space for Richer Reading and 338 S Writing Experiences Historical fiction offers accessible entry points 342 into learning about our past and illuminating This interactive presentation will explore marginalized perspectives that might typically time travel composition projects that employ THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, be overlooked. For some students, especially anachronism (when two people, ideas, or reluctant readers, wrapping the factual events converge despite being from different details of an era within an engaging tale helps time periods). Teachers will present student them better understand and retain material. work samples that demonstrate the use of Embracing NCTE’s inquiry theme, this panel art, digital literacies, transmediation, and discussion provides ways teachers can use cross-curricular writing that occur as students historical fiction to compare how society utilize historical knowledge to create scenarios once was, how it currently is, and how it can in which characters and historical figures be as students make their way in the world. interact with events across time. By designing Historical fiction also offers strong examples situations in which students’ thinking must of the roles research, dialogue, setting, and apply a historical figure’s characteristics to a character development play in creative writing. new context, students are spurred into inquiry Presenters: Jason Lewis, Tyngsboro Elementary contexts and are encouraged to develop School, MA, “Using Historical Fiction in the empathy as they explore social justice across Classroom for Deeper Inquiry into Who We Were, contexts. Are, and Will Be” Presenters: Katherine Barrack, McMurray Middle Authors/Illustrators: Lesa Cline-Ransome, Simon & School, Nashville, TN Schuster Lindsay Roe, Cameron College Prep, Nashville, TN Kate Hannigan, Simon & Schuster Veera Hiranandani, Kokila C.32 Pulverizing Print Paralysis with Tracy Holczer, Penguin Random House E Nonconventional Mediums and Anne Nesbet, University of California, Berkeley/ M Modalities Candlewick Press S 343 C.30 Empowering Students to Speak Up Many writers, young and old, struggle to get M & Question words on the page. Nonconventional modes S 339 of writing (loose parts play, illustrating, sketchnoting, and infographic creating) can All inquiry begins with a conversation. Join help us scale the barriers that print often us as we share methods to intentionally creates. In this session, participants will have teach speaking and listening skills that the opportunity to try nonconventional writing empower students to question one another strategies that can become the building blocks and share their thinking This session will for conventional writing down the road! Join showcase academic conversation strategies, us as we share concrete strategies you can use such as cafe conversations, Pinwheel, and in your writing classroom tomorrow that will Socratic smackdowns that will help spark all move writers from print paralysis to finished students’ natural curiosity. Participants will “best drafts.” leave with the tools in hand to ignite deeper Allison Marchetti, Moving Writers, North conversations with their students on Monday! Presenters: Chesterfield, VA Presenters: Kelly Garcia, Greene County Schools, Snow Tanny McGregor, West Clermont Schools/Heinemann, Hill, NC, “Building Discussion Skills for Inquiry” Cincinnati, OH Katherine Kearney-Harrell, Greene County Schools, Rebekah O’Dell, St. Michael’s School, North Snow Hill, NC “Building Discussion Skills for Inquiry” Chesterfield, VA Angela Stockman, WNY Education Associates, NY

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C.33 Secondary and Postsecondary Christopher Myslenski, Riverside High School, S Language Arts Curricula That Invite Leesburg, VA, “Device-Based Inquiry in Economically C Linguistic Inquiry Disadvantaged Communities” Sachin Srikar, Riverside High School, Leesburg, VA, TE 344 “Benefits of Student-driven Online Research” This panel describes ways to promote linguistic inquiry through secondary and post- C.35 From Bold Curiosity to Insightful secondary curricula that critically examine G Poetry internet memes, that facilitate dialogue TE 346 between theoretical linguistics and socio- linguistics, and that analyze the hierarchies of Strong poetry invites boldness, honesty, culturally forbidden words. care for humanity, and a willingness to ask questions while experimenting with both Presenters: Stuart Ching, Loyola Marymount University, topic and form. For readers and writers both, Lakewood, CA, “Valuing English Varieties through poetry swings wide the windows of our Modern English Grammar Courses for Secondary minds, igniting wonder while inviting new and Postsecondary English Teachers” perspectives and possibilities. Join us as we Courtney Marquez, Loyola Marymount University, travel through poetry study, from content Hermosa Beach, CA, “Memes: Multimodal Signs and to collaboration, from reading to revision. Identity Formation in a Digital Space” Perhaps bold curiosity is what we most need Angelique Young, Loyola Marymount University, Los in this era of paralyzing polarization. Perhaps Angeles, CA, “The Hierarchy of Forbidden Words: consensus is born of curiosity, having the Curious Infelicities in the Speech-Act and Why the empathy to care about all sides of an issue. Classroom Must Forage through the Forbidden” Perhaps poetry will lead us. C.34 Local Strand: How Digital Tools Can Chair: Amy Ludwig VanDerwater, Boyds Mills Press/ G Spark Inquiry through Personalized Heinemann/Holland Learning Presenters: Irene Latham, Lerner Publishing Group Connie Pertuz-Meza, PS 130, Brooklyn, NY 345 Allan Wolf, Candlewick Press Sponsored by the Virginia Association of Teachers of English C.36 Exploring Unfamiliar Territory: Students are more interested in what they are M C Using Teacher Inquiry to Solve learning when they have been empowered S TE Instructional Dilemmas to speak up and act as our partners in the 347 classroom. Digital tools allow students to What happens when our teaching situations push not only research topics of interest but also us into unfamiliar territory? What do we do when learn in a way that is meaningful and relevant our instruction isn’t working? Six teachers will to their lives. In this fast-paced roundtable share what happened when they stepped out of session, participants will spend twelve minutes their comfort zones to address an instructional with each of these high school students problem. Participants will reflect on their professional (representatives of #BOWTIE - formerly situations and leave with a plan for tackling their #bowtieboys) and their teacher to discuss own. how to begin technology-based student- driven inquiry in their own classrooms through Chair: Hattie Maguire, Novi Community Schools, South the integration of a plethora of strategies. Lyon, MI Presenters: Jason Augustowski, Riverside High School, Presenters: Elizabeth Matheny, Frederick High School, Leesburg, VA MD Erik Bright, Riverside High School, Leesburg, VA Jessica Salfia, Berkeley County Schools, WV Finn Patrick Miller Schaefer Melissa Tucker, Rock Hill High School, SC Roundtable Leaders: Luke McMeans, Riverside Respondent: Jori Krulder, Paradise High School, CA High School, Leesburg, VA, “Activating Student Participation through Engaging Technologies”

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C.37 Rethinking and Revitalizing Peer C.39 Culturally Relevant/Sustaining C Review S Pedagogies and Practices 348 TE 350 We will examine why teachers believe that Presenters will explore the promise of peer review is a powerful tool and why it so engaging culturally relevant/sustaining often falls short of our expectations. Speakers pedagogies and practices with ethnically and will consider elements that influence peer linguistically diverse students. THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, review in the writing process: the perceived Chair and Presenter: Jody Polleck, Hunter College, and real authority of the writer and the CUNY reviewer, the range of roles of teacher and Presenters: Ashley Benda, Dobson High School, Mesa, students, the impact of real and virtual AZ classroom space, and the role of reflection in Anthony Celaya, Arizona State University, Tempe the peer review process. We hope to provoke Mandy Hall, Dobson High School, Mesa, AZ questions and to disrupt some accepted Anastazia Neely, Convent of the Sacred Heart, New wisdom but also to provide insight that may York, NY revitalize the practice. Julie Neff, Dobson High School, Mesa, AZ Presenters: Phoebe Jackson, William Paterson Shanita Rapatalo, Pathways to Graduation, The University, Wayne, NJ, “Peer Review” Rapatalo Group LLC, Brooklyn Pamela Lieske, Kent State University, OH, “Peer Shamari Reid, Teachers College, Columbia University, Review” New York, NY Christopher Weaver, William Paterson University, Tashema Spence, Pathways to Graduation, Queens, NY Wayne, NJ, “Peer Review” Donald Tripp, Dobson High School, Mesa, AZ Ana Wetzl, Kent State University at Trumbull, OH Jordan Yarwood, Pathways to Graduation, Jamaica, NY Rebekah Young, Dobson High School, Mesa, AZ C.38 But I Don’t Understand: Latinx E Authors Talk about the Spanish in C.40 Exhibitor Session: Transforming M Their Books and What It Means for G Student Achievement through Readers of Different Fluencies Common Instructional Knowledge, 349 Language, and Tools Five Latinx authors discuss the use of Spanish CARROLL (HILTON) in their work and how the expectation of Sponsored by Scholastic, Inc. translation informs who is centered in their stories. How can educators engage students Facilitated by national authority on of all backgrounds with Latinx books in instructional leadership and school ways that ask what purpose does this effectiveness, Donyall D. Dickey, this dynamic understanding and/or lack of understanding keynote speech will expose participants to a serve? set of high-yield actionable, measurable, and replicable practices that have expeditiously Presenters: David Bowles, University of Texas, Rio transformed student achievement in urban, Grande Valley suburban, and rural schools/districts from Xelena Gonzalez, Cinco Puntos Press coast to coast. Balanced by theory and Latinx in Publishing practicality, Dickey will delineate processes Yamile Mendez, Scholastic, Inc. for aligning daily instruction with the nuanced Isabel Quintero, Harry N. Abrams/Penguin Young expectations of the state standards and high- Readers/Kokila stakes summative assessments necessary to Natalia Sylvester, Houghton Mifflin drive and sustain academic achievement in the core content areas. Presenter: Donyall D. Dickey, Ed.D., CEO of Educational Epiphany, LLC. , Lead Author, Scholastic Literacy

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D.02 Literature That Expands the D.03 Ethical Dimensions of Teaching M C Definition of the Canon G Digital Literacy S TE BALLROOM II BALLROOM IV This session explores expanding, decolonizing, and How do we teach students to be responsible, disrupting literature while also expanding the view of ethical citizens in a digital world? From reading and traditional works in today’s context. writing online to social interactions, teachers have responsibilities in teaching the ethical dimensions Chair: Hitisha Patel, Scotch Plains-Fanwood High of digital literacy. This session will provide practical School, Edison, NJ applications across grade levels. Roundtable Leaders: Nicole Amato, University of Iowa, Iowa City Chairs and Roundtable Leaders: Kristen HawleyTurner, Arianna Banack, University of Tennessee, Knoxville Drew University, Chester, NJ Carlin Borsheim-Black, Central Michigan University, Lauren Zucker, Northern Highlands Regional High Mount Pleasant School, Hoboken, NJ Dawn Eijtjes, Brillion Public Schools, WI Roundtable Leaders: Sarah Bonner, Heyworth Elizabeth Garcia, University of Tennessee, Knoxville Community Unit School District #4, IL Susan Groenke, University of Tennessee, Knoxville Aaron Gierhart, Illinois State University and Millikin David Hallman, Calvert Hall College High School, Elementary, Normal Towson, MD Renee Hobbs, University of Rhode Island, South Petra Lange, Valley High School, West Des Moines, IA Kingstown Kate Lechtenberg, University of Iowa, Iowa City Lisa Scherff, Community School of Naples, Fort Myers, FL Andres Lopez, San Antonio, TX Respondent: Antero Garcia, Stanford University, CA Dan Maloney, Calvert Hall College High School, Towson, MD Roundtable Topics and Leaders: Nicola Martin, TNTP Roundtable 1: “Blurred Lines: Academic Dishonesty Caitlin Metheny, University of Tennessee, Knoxville in the 21st Century Classroom” Andrew Moore, Notre Dame University of Maryland Christopher Clark, Robeson Early College High School, Megan Motley, Bozeman High School, ID Red Springs, NC Courtney Murfield, Asia Pacific International School, Nathan Hamblin, Twin Valley Community Local Schools, Mandan, ND Camden, OH Jeff Parsons, Weymouth High School Roundtable 2: “The Ethics of Composing (Selves)” Sayward Parsons, Newtown High School, Sandy Hook, Mike Cook, Auburn University, AL CT Brandon Sams, Iowa State University, Ames Anthony Perez, Northside ISD, San Antonio, TX Roundtable 3: “Navigating Troll Rhetoric and Robert Petrone, University of Missouri, Columbia Imagining Inclusive Online Spaces” Sarah Rohlfs, Charlotte High School Alex Corbitt, Boston College, Brighton, MA Sophia Tatiana Sarigianides, Westfield State University, MA Roundtable 4: “Online with Intention: Promoting Rob Schebel, Valley High School, West Des Moines, IA Digital Health and Wellness in the Classroom” Patrick Sitzer, Michigan State University, East Lansing Nicole Damico, University of Central Florida, Orlando Jenna Spiering, University of South Carolina, Columbia Roundtable 5: “Creating Online Communities: Amanda Thein, University of Iowa, Iowa City Fostering an Understanding of Ethics and Digital S. R. Toliver, The University of Georgia, Athens Citizenship” Andrew Warner, Timberland High School, Wentzville, MO Jade Feliciano, Harrison Central School District, Jennifer Whitley, The University of Georgia, Athens Harrison, NY Roundtable 6: “Seeing Each Other Ethically Online” Amelia Gordon, South High School, Washington, DC Roundtable 7: “Designing for Power, Agency, and Equity: New Tools, Same Problems” Katie Henry, BirdBrain Technologies, Pittsburgh, PA Bud Hunt, Clearview Library District, Fort Collins, CO Roundtable 8: “Digital Identity Matters” Sara Kajder, The University of Georgia, Athens

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Roundtable 9: “Educator Discussion of Ethics and D.05 Critical Literacies in Classroom Equity through Collaborative Annotation” E Settings Remi Kalir, University of Colorado, Denver TE 305 Roundtable 10: “The Ethical Mandate for Shaping Digital Footprints: Reflections from Teachers” Presenters in this session will discuss building Sue Luft, Scarsdale Public Schools, NY a critical literacy lens through mock awards Paul Tomizawa, Edgewood School, Scarsdale, NY and academic talk, the importance of critical literacy to student success, and diversity,

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, Roundtable 11: “Forefronting Justice and Equity in social justice, and equity within teacher- the Design of Digital Learning Opportunities “ Nicole Mirra, Rutgers University, New Brunswick, NJ selected children’s literature. Roundtable 12: “Developing Digital Citizens” Chair: Sharon O’Neal, Texas State University, West Lake Ian O’Byrne, College of Charleston, SC Hills Presenters: Justine Bruyere, Vanderbilt University, Roundtable 13: “Beyond Quotations: Fostering Nashville, TN Original Thinking during Research in the Digital Era” Catherine Collett, Lynbrook Elementary School, Monica Sheehan, New Canaan High School, Somers, NY Springfield, VA Michelle Walker, Saxe Middle School, Fairfield, CT Jessica Edwards, Central Conneticut State University Roundtable 14: “Fostering Cosmopolitan Jennifer Orr, Fort Belvoir Elementary School, Dispositions through Collaborative Classroom Springfield, VA Activities: Ethical Digital Engagement of K–12 Emily Pendergrass, Vanderbilt University, Nashville, TN Learners” Anna Smith, Illinois State University, Normal D.06 Race in Early Childhood Literature Roundtable 15: “The Ethical Dilemma of Satire in E and Fostering Discussion an Era of Fake News and the Brave New World of 306 Social” Paul Thomas, Furman University, Greenville, SC The participants in this panel will discuss how Roundtable 16: “Creatures of Habit: Self-Reflexive race has been portrayed in various picture Practices as an Ethical Pathway to Digital Literacy” books and how to engage early childhood Andrea Zellner, Oakland Schools, Waterford, MI students in discussion of this important topic. The panelists will include classroom teachers, D.04 Using Miscue Analysis to Engage a teacher educator, and an author. E Preservice Teachers in Spirited Chair: Laurel Abell, Stevenson University, Bel Air, MD TE Inquiry Presenters: Lauren Fletcher, University of Louisville, KY 304 Marla Goins, The Ohio State University, Columbus Wanda Jaggers, Jefferson County Public Schools, IN In this session, presenters will share how Miscue Michelle Meadows, Henry Holt/Macmillan Analysis Self-Study can be a powerful tool to help Amy Seely-Flint, University of Louisville, KY preservice teachers examine their own thinking and Ronda Taylor Bullock, Durham, NC actions when reading so they can model for their students how to make explicit what counts when they teach reading as a process of making meaning.

Presenters: Mary Fahrenbruck, New Mexico State University, Las Cruces Koomi Kim, Salisbury University, MD Maria Perpetua Socorro U. Liwanag, Towson University, MD

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D.07 Exploring Race, Ethnicity, and D.08 Interrupting the School-to-Prison G Culture in Youth and Children’s S Pipeline: Shared Inquiry in ELA Literature TE Classrooms 307 308 This roundtable brings together educators The school-to-prison pipeline is one of the and scholars engaged with bringing most urgent educational issues of our time. race, representation, and cultural to life We believe that offering shared inquiry into in engagement with children’s and youth this crucial issue with our students is one literature. With a broad array of topics and of the most effective ways to help students grade levels, educators from elementary, become less vulnerable to the STOPP itself. middle, and secondary will all find valuable To that end, two urban language arts teachers resources and invigorating conversations in and a teacher educator who also teaches in this roundtable. prison have created a unit that focuses on Chair: Lenore Kelner, Lenore Blank Kelner and the school-to-prison pipeline and issues of Company, Silver Spring, MD mass incarceration. In this interactive session, Presenters: Quintin Bostic, Georgia State University, we hope to share some strategies and offer Atlanta session participants the opportunity to Tracy Boswell, Chester County Intermediate Unit, engage in activities and discussion. Downingtown, PA Presenters: Deborah Appleman, Carleton College, Dion Chavis, The Glad Dad, LLC, Knightdale, NC Northfield, MN Yvette Manns, Atlanta Speech School, Smyrna, GA Tanya Hodge, South High School, Minneapolis, MN Danielle Morris, Teachers College, Columbia University, Elizabeth Johnson, South High School, Minneapolis, MN New York, NY Ernest Morrell, University of Notre Dame, IN Kim Parker, Shady Hill School, Boston, MA Laura Rincon, Teachers College, Columbia University, D.09 Trigger Warnings: Perspectives New York, NY M from the Trigger and the Triggered Deondra Smith, Western Middle School for the Arts, S 309 Louisville, KY C Jermecia Trenell, Teachers College, Columbia Trigger warning proponents emphasize the TE University, New York, NY value of protecting students with trauma histories from unscaffolded exposure to triggering content. Agonists interpret TWs as a threat to academic freedom and artistry. In 2015, Professor Wolfsdorf showed his graduate English education students a video featuring an automobile accident; he did not know that one of his students had recently almost died in a car crash. This presentation will utilize student, Professor, and trauma expert points of view as a means for more comprehensively examining the complexities related to student trauma, aesthetic content, and trigger warnings in the English classroom and beyond. Presenters: Sarah Herzog, The New School, New York, NY, “Cognitive and Affective Adaptations to Being Triggered in Professor Wolfsdorf’s Class” Theresa West, Cheshire Academy, CT, “Experience of Being Triggered in Professor Wolfsdorf’s Class” Adam Wolfsdorf, New York University, Brooklyn

2019 NCTE ANNUAL CONVENTION PROGRAM 87 D SESSIONS / 2:30–3:45 P.M.

D.10 Seeking Success in College D.12 Becoming Inquirers: Examining C First-Year Writing: Confronting G the Uses of Inquiry in Preservice Challenges and Providing TE Teacher Education Opportunities 312 310 As a panel, six teacher educators from six Student failure or low performance in a college different universities will speak to their experiences using inquiry in preservice

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, first-year writing course is a problem that indicates larger problems to come for the teacher education. This presentation invites student. Any intervention that supports these participants to join in a discussion that students must also provide a means of helping highlights the challenges and affordances of them address the underlying reasons for inquiry-based teaching. potential failure. This presentation features two Presenters: Lori Czop Assaf, Texas State University, student support programs designed to reduce San Marcos failures in first-year writing and provide new Elsa Diego-Medrano, West Texas A&M University, Canyon means of growth for students, both within and Catherine Lammert, University of Iowa, Iowa City beyond writing practices. Anna Mendoza, University of Hawai’i at Manoa, Presenters: Cheryl Almeda, Kalamazoo Valley Honolulu Community College, Plainwell, MI Kathleen Riley, West Chester University, PA Jonathan Bush, Western Michigan University, Erica Steinitz, The University of Texas at Austin Kalamazoo D.13 Stories of Urban Students Increase D.11 Inquiring into Practice: Using M Agency and Change the Way We TE Twitter in Teacher Education TE Teach 311 313 This session explores how teacher educators In an education system that values test across multiple institutions use Twitter to scores and standardization, urban students’ foster professional learning communities, interaction with the curriculum doesn’t ignite extend course content, and personalize curiosity. Hear how teachers use student teacher learning. Learn from teacher educators writing to help them find their voice, share who have successfully integrated Twitter into their stories, and unleash their power to their coursework and bring a mobile device to impact the lives of others and their own. join us on Twitter throughout the session. Presenters: Erin Cunningham, Philadelphia School Presenters: Stephanie Affinito, University at Albany, NY District, PA Molly Ness, Fordham University, New York, NY Kimberly Lewinski, La Salle University, Philadelphia, PA Susie Rolander, Bank Street College, New York, NY Bob Vogel, La Salle University, Philadelphia, PA

88 2019 NCTE ANNUAL CONVENTION PROGRAM D SESSIONS / 2:30–3:45 P.M. THURSDAY

D.14 It Comes Full Circle—The Cyclical D.16 Writing from Nepantla: Latinas’ S Role of Teacher and Student in a M Stories of Resistance, Hope, and Reflective Classroom Love C S TE 314 C 316 From mentor and student-teacher, to peers, TE Somos Escritoras is a creative space for and then co-workers, two teachers share Latina girls (grades 6–12) that invites them their experiences over the past three years as to write and perform stories from their lived they work to promote a positive environment experiences using art, theater, and writing as a of inquiry for students, preservice, and tool to speak truth and amplify their voices. In seasoned teachers. Through the lens of this interactive session, we share implications their own changing relationship and roles, for writing with Latina girls, in- and out-of- they’ll model how to bring the spirit of school spaces, and considerations for teacher constructive reflection full circle. Participants education, specifically of Latina/Chicana will receive resources for curriculum design preservice teachers. We provide titles of texts and assessments that promote analysis and used to inspire writing, examination, and exploration, and learn through hands-on critique, as well as examples of girls writing activities and concrete examples of how they and art. In addition, we provide handouts too can spark moments of reflection inside the with resources for supporting the literacies of classroom and in the teachers’ lounge. Latina girls. Presenters: Brittany Hobbs, Harris County High School, Presenters: Nathaly Batista-Morales, The University of Hamilton, GA Texas at Austin Tammie Pierce, Columbus State University, Pine Maya Ellison, The University of Texas at Austin Mountain, GA Cori Salmerón, The University of Texas at Austin Iris Treinies, The University of Texas at Austin D.15 Inviting Inquiry on Civil Rights, Respondent: Tracey Flores, The University of Texas at G Equity, and Social Justice in the Austin TE Classroom 315 D.17 Self-Acceptance and Identity M Education: Using Literature to Help The #MeToo movement. The school-to- S Teens Explore Identity prison pipeline. Transgender rights. The 320 Dreamers. The Wall. Today, the social and political environments have raised awareness A presentation for educators about gender of—and threats to—individuals’ civil rights and sexual identity in the classroom and how and civil liberties to levels not experienced exploration of identity through literature by this nation in nearly 50 years. Schools fosters academic and personal growth for are a microcosm of society, and students students. Expert authors will discuss current and teachers are more invested than ever in literature and research on gender and sexual the question of whether this nation can still identity and how the topic impacts students in achieve equity and social justice. This panel the classroom. will feature experts in K–12 pedagogy, law, Author/Illustrator: Kathryn Gonzales, Magination and social justice to help teachers engage in Press, Books for Kids from the American inquiries with their students on topics related Psychological Association to equity and social justice. Presenters: Todd Krueger, Magination Press, Books for Presenters: Robert Kim, Heinemann, Brooklyn, NY, Kids from the American Psychological Association “Law, Civil Rights, and Civil Liberties: An Introduction Karen Rayne, Magination Press, Books for Kids from for Teachers” the American Psychological Association Elizabeth Kleinrock, Citizens of the World Charter School Silver Lake, Los Angeles, CA, “Equity in Schools: Bridging the Gap between Pedagogy and Practice” Cody Miller, P.K. Yonge Developmental Research School, Gainesville, FL, “Using Literature and Text to Explore Sociopolitical Topics with Students”

2019 NCTE ANNUAL CONVENTION PROGRAM 89 D SESSIONS / 2:30–3:45 P.M.

D.18 Safe Spaces and Inclusive Language D.20 #WhatICarry M for LGBTQIA* Youth G 326 S 322 The first Literacy Through Photography This panel will present the findings of several program (LTP) for bereaved youth was distinct graduate research projects, where piloted by a collaboration between Duke four secondary education teachers explore a University’s Center for Documentary Studies variety of safe spaces and inclusive language and Scholastic Art & Writing Awards with THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, for LGBTQIA* youth within the context of funding from The New York Life Foundation. young adult literature. In collaboration with Youth (9–12 yrs.) and counselors (15–17 yrs.) each other, these panelists work with the goal were introduced to the essentials of reading of proposing further developments in the and making photographs during a week-long creation and acquisition of texts and resources summer camp. Participants will experience that provide both metaphorical and literal safe LTP activities and the campers’ work—the spaces for LGBTQIA* youth. ABCs of Healing, a collaborative effort that encompassed personal and universal elements Presenters: Rachel Lyn Atkins, Livingston High School, NJ of grief and healing, and #WhatICarry using Jenna Burke, Roxbury High School, NJ Bauer’s Almost Home to tell the story of their Caitlin Mannion, Montgomery Upper Middle School, NJ own resilience and hope. Samantha Miller, WR Satz Intermediate School, NJ Presenters: Joan Bauer, Viking/Penguin Random House D.19 Asset-Based Writing Instruction for Donna Gaffney, independent consultant E Emergent Bilinguals Katie Hyde, Duke University, Durham, NC TE 325 Tendo Mutanda, Scholastic Art & Writing Awards This presentation focuses on three teachers’ D.21 Uncovering Your Teaching Quest: inquiries into using asset-based approaches G Finding Your Most Important to teaching writing to emergent bilingual Question through Problems, students in a K–3 school. Presenters will share Epiphanies, and Voices their inquiries into asset-based practices including code-meshing, inviting students’ 327 cultures and funds of knowledge into the Who are the voices in your head? What writing process, leveraging students’ oral classroom problems drive you to others for languages for supporting writing, and using comfort or assistance? What epiphanies do mentor texts. They will also share examples of you carry with you? Four writing teachers students’ writing. and authors share the stories of their thinking Presenters: Nora Flanzraich, Baltimore County Public about teaching and help you track your Schools, MD own most important teaching questions by Pamela Hickey, Towson University, MD exploring the texts and conversations that Mary Jefferson, Baltimore County Public Schools, MD inform your developing belief systems about Vicki McQuitty, Towson University, MD teaching. Natalie Sikorsky, Baltimore County Public Schools, MD Chair: Jim Burke, Burlingame High School, San Francisco, CA, “Finding Your Most Important Question” Presenters: Gretchen Bernabei, Advanced Learning Academy, San Antonio, TX, “Tracking the Movement of Our Teaching Philosophies” Corbett Harrison, “Voices Shape Your Teaching?” Amy Ludwig Van Derwater, Boyds Mills Press, Heinemann Respondent: Thomas Newkirk, University of New Hampshire, Durham

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D.22 Nurturing and Sustaining Critical nonfiction titles, as well as innovative research E Educators: A Mentoring and and narrative writing strategies that will help M Network Session elevate students’ writing. S 328 Presenters: Sarah Albee, What on Earth Books Tracey Baptiste, Algonquin Young Readers/The Brown Sponsored by the NCTE Latinx Caucus, Bookshelf Black Caucus, GSEA Assembly Winifred Conkling, Algonquin Young Readers Are you a classroom teacher facing challenges Olugbemisola Rhuday-Perkovich, The Brown Bookshelf in living your social justice commitments in the Traci Sorell, Charlesbridge classroom? Join us for a facilitated mentoring Don Tate, Peachtree/The Brown Bookshelf dialogue between critically inclined K–12 educators and teacher-educators working D.24 Critical Inquiry: Race, Whiteness, with the Rainbow Strand! Participating M and Teaching English Language K–12 educators will receive mentorship and S Arts guidance on how to make their pedagogy C 330 and curriculum more culturally sustaining and responsive. With mentors covering all grade TE This session addresses a current need to levels, all those interested in critical pedagogy support teachers in facilitating teaching and justice issues in education are welcome. and learning about whiteness and white Chair and Roundtable Leader: Michael Dominguez, supremacy in the English language arts San Diego State University, CA classroom. Participants will engage in various Roundtable Leaders: Steven Alvarez, St. John’s forms of critical self-reflection to open spaces University, Jackson Heights, NY in their classrooms for critical conversations Cati de los Ríos, University of California, Davis that situate students in humanizing ways. Victor Del Hierro, University of Texas, El Paso Presenters: Noah Asher Golden, Chapman University, Sarah Donovan, Oklahoma State University, Stillwater Orange, CA Joel Garza, Greenhill School, Addison, TX Kahdeidra Martin, The Graduate Center, CUNY Margarita Gomez Zisselsberger, Loyola University of Melissa Schieble, Hunter College, CUNY Maryland Amy Vetter, University of North Carolina, Greensboro Laura Gonzales, University of Texas, El Paso Grace Player, University of Connecticut, Storrs D.25 Inquiry in the Outdoors: Place- E Based Writing as an Avenue for D.23 The (True) Stories We Choose to M Authentic Research E Tell: How Spirited Inquiry Uncovers S 332 M History That’s Been Left Off the TE Books Tired of the traditional research paper? Looking for ways to help students write 329 authentically about the things that matter to In the last few years, many “hidden figures” them? Place-based writing is one solution. The from history, science, and art have been teachers in this session will present activities uncovered, giving young readers a fuller sense they have used to help students research real of the people and events that have shaped our places in their own communities. This session world. In this panel, six acclaimed nonfiction explores ways of getting students out of the children’s authors will discuss stories that classroom and conducting authentic research have previously been overlooked, and take a about the world beyond school. Participants deep dive into the inquiry required to uncover will learn about the benefits of place-based multiple perspectives on human history. research and writing and the approaches for Educators will hear how each author chose facilitating it. They will also have the chance and researched their subjects, and will leave to explore place-based research and writing with recommendations for updating their opportunities in their own communities. Presenters: Robert Montgomery, Kennesaw State University, GA Amanda Montgomery, Park Street Elementary School, Marietta, GA

2019 NCTE ANNUAL CONVENTION PROGRAM 91 D SESSIONS / 2:30–3:45 P.M.

D.27 (Re)Imagining English Education D.29 Love and Wonder: The Power of G and Language and Literacy through S Critical Reflection and Student TE Critical Wonder TE Leadership to Promote Spirited 336 Inquiry This panel wonders alongside scholars such 338 as Christina Sharpe to address antiblackness This session explores how three educators and ableism in contemporary educational reimagined high school curricula and THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, practices. Engaging interdisciplinarily with schoolwide practices to include reflection and wonder, this panel works across and between student-led restorative practices. Participants fields to demonstrate the potentials of will engage in a panel discussion to learn how critically wondering and the ways these words to incorporate student-led writing meditation, are not at odds with one another. This critical advisory and content circles, and meta- wonder takes shape through practices of reflections to strengthen students’ lasting seeking narratives of plus-sized Black girls passion for spirited inquiry. Participants will in children’s literature, reframing literacy for leave with classroom tools, school-wide Black women in the academic space, and materials, and, most importantly, a heightened practicing care-full reading methods. sense of wonder. Presenters: Lamar Johnson, Michigan State University, Presenters: Christina Hiras, Landmark High School, East Lansing New York, NY Marlisha Marcellin, Michigan State University, East Neha Sobti, Landmark High School, New York, NY Lansing Mijin Yeom, Teachers College, Columbia University, Kaelyn Muiru, Michigan State University, East Lansing New York, NY Jessica Stokes, Michigan State University, East Lansing D.30 The Reading Notebook: A Place to D.28 Content Area Literacies and Beyond E Hold and Honor Our Thinking S 337 M 339 C S This session features research that addresses Readers think invisible thoughts as they read. preservice teachers’ pedagogical content A blank notebook page can be a landing spot knowledge, preparation to teach writing, and for these thoughts. On this interactive panel, conceptions of social justice and injustice. presenters will share the benefits of using Chair: Kat Shepherd, Macmillan/Imprint and Bonnier/ Reading Notebooks and practical tips for Yellow Jacket, Minneapolis, MN helping students decide for themselves how Presenters: Christina Camillo, Salisbury University, MD to make their thoughts visible. Participants Deani Thomas, Ames Schools/Iowa State University will listen to author Lulu Delacre, read aloud from his work and be invited to make their own reading notebook page. Participants will leave with an electronic bank of resources as a support for incorporating Reading Notebooks into reading workshop. Presenters: Katlyn Bennett, Arlington Public Schools, VA Katie Clements, Teachers College Reading and Writing Project, New York, NY Lulu Delacre, HarperCollins Sally Donnelly, Arlington Public Schools, VA John Re, Arlington Public Schools, VA

92 2019 NCTE ANNUAL CONVENTION PROGRAM D SESSIONS / 2:30–3:45 P.M. THURSDAY

D.31 Teaching Emergent Bilinguals? It D.33 Meeting Hate with Humanity: G May Be Time to Turn Around Your G Teaching about the Holocaust Literacy Practices TE 343 341 In this interactive session, teachers will This panel is for practitioners who would examine how featuring the experiences of like to dig deeper into ways to meet the Holocaust survivors and victims, and their needs of all students, especially those who communal response to Nazi actions, helps are learning English. By focusing on “turn- students gain a more complex understanding around pedagogies,” the panelists will share of the Holocaust. Teachers will examine how classroom vignettes, classroom practices, and multiple perspectives contribute to students’ instructional resources to support literacy ability to make personal connections to the practices of emergent bilingual students. content and move from judgment toward empathy. Teachers will participate in an Presenters: Lane Clarke, University of New England, Biddeford, ME artifact-based activity and engage with Grace Enriquez, Lesley University, Newton, MA primary sources such as letters, memoirs, and Camille Garcia, Boston Public Schools, MA diaries. Best practices for Holocaust education Gilberto Lara, The University of Texas, San Antonio will be discussed. Rebecca Reynolds, Biddeford School District, Saco, ME Presenters: Rebecca Honts, Museum of Jewish Amanda Wager, Vancouver Island University, Nanaimo, Heritage, A Living Memorial to the Holocaust, New BC York, NY

D.32 The Spirit of the 1960s: Inquiry D.34 Bridging Fiction and Contemporary E into the Power of the Past through M Topics through YA Literature M Documentary Novels and Response S 344 C S 342 One way to encourage students to be TE The 1960s was a tumultuous decade in our critical consumers of texts is through the nation’s history, marked by the Civil Rights use of high-quality young adult literature movement, Vietnam War, political about contemporary topics. In this session, assassinations, and the emerging generation presenters will delineate research-based gap. Through the trilogy of documentary reasons for engaging students with YA novels written by award-winning author literature. Then they will introduce a set of Deborah Wiles, readers can learn about this practical teaching units—ideas, activities, text turbulent time in history. Story narrative, sets, and strategies—around three YA texts— photographs, news reports, essays, Refugee, The Hate U Give, and Challenger presidential campaign slogans, song lyrics, Deep—that engage middle and high school and other primary sources contained in Wiles’s students in important contemporary novels will certainly pique readers’ interest conversations, as depicted through online, and prompt spirited inquiry. Additional books multimedia CNN Special Reports. Attendees focused on this time period, instructional will be provided with detailed handouts strategies, and literature responses to enhance describing the units and resources. understanding of this time period will be Presenters: Anna Bourjaily, University of Notre shared. Dame,IN Presenters: Cyndi Giorgis, Arizona State University, Michael Macaluso, University of Notre Dame, IN Scottsdale Kati Macaluso, University of Notre Dame, IN Marie LeJeune, Western Oregon University, Monmouth Respondent: Steven Bickmore, University of Nevada, Deborah Wiles, Scholastic, New York, NY Las Vegas

2019 NCTE ANNUAL CONVENTION PROGRAM 93 D SESSIONS / 2:30–3:45 P.M.

D.35 Secrets in Storytelling: Calling Out D.37 Who We Are Is How We Teach: M Young Adult Secrets in the Real G Jewish Women Instructors Teaching S World toward Equity in the English TE 345 Classroom 347 Keeping secrets twists the tension in young adult novels. But secrets can’t guide real life. What would Sponsored by the NCTE Jewish Caucus your teens do if they disagree with character THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, This panel, sponsored by the NCTE Jewish Caucus, choices? How would they speak up as the character? explores the experiences of White Jewish women Using books as mentors and inquiry-based activities, educators in traditional and online classrooms and teens can investigate secrets in YA and feel considers how identity and positionality influence empowered to talk about social and emotional issues curriculum and teacher-student rapport, particularly in the real world. with regards to equitable education initiatives.

Presenters: K.B. Anne/Kim Briggs, Gripping Tales Presenters: Sarah Felber, University of Maryland Alison Myers, Highlights Foundation University College, Ellicott City, “Revealing or Padma Venkatraman, Penguin/Random House Concealing Teacher Identity in Online Learning” Alexandra Villasante, Penguin/Random House Mara Lee Grayson, California State University, Dominguez Hills, Seal Beach D.36 Moving a School toward Social Rebecca Rivera, Holy Innocents’ Episcopal School, E Justice through Deep Explorations Atlanta, GA, “Engaging Empathy: Lessons and of Picture Books Resources to Build a Transformative Social Justice 346 Curriculum”

We are a team of educators from an award- D.38 Anchor, Window, Mentor, Mirror: winning urban public school, grades pre-K M Exploring Teacher- and Student- through 3. We present our inquiry into social justice pedagogy through picture books. S Directed Use of Text in the Participants will come away with both the TE Secondary ELA Classroom challenge and possibilities of achieving social 348 justice pedagogy through picture books for In this panel discussion, we will present a the children and communities they serve. series of brief, “pecha kucha” talks about text Presenters: Esther Eng, P.S. 244Q, Flushing, NY sets that serve to challenge deficit mindsets Tu Harris, P.S. 244Q, Flushing, NY and advocate for students of difference. We Ted Kesler, Queens College, CUNY will describe our process of inquiry into the Meredith Mills, P.S. 244Q, Flushing, NY many metaphors that describe teachers’ Meaghan Reilly, P.S. 244Q, Flushing, NY and students’ relationships to text, and we will share the challenges, opportunities, and implications we draw from teaching with 21st- century, real-world texts. Presenters: Darry Baker, University of Tennessee, Chattanooga Sara Baluch, University of Tennessee, Chattanooga Kara Cox, University of Tennessee, Chattanooga Jennifer Lubke, University of Tennessee, Chattanooga Sydney McCullough, University of Tennessee, Chattanooga Veronica Sachse, University of Tennessee, Chattanooga

94 2019 NCTE ANNUAL CONVENTION PROGRAM D SESSIONS / 2:30–3:45 P.M. THURSDAY

D.39 Using Picture Books to Discuss D.40 Rigorous Whimsy: Using the Power E Critical Social Issues G of Play to Unleash Inquiry and M 349 TE Inspire Creative Writing In classrooms, reading and responding to 350 literature has been identified as a powerful Our earliest learning experiences are rooted in method for dealing with difficult topics. play. Through play, we explore and make sense The purpose of this panel presentation is of our world, build relationships, develop new to provide an understanding of how to use skills, and take risks. In this session, a panel of picture books that address relevant social educators and authors with backgrounds in issues and how these picture books can theater, dance, and design will explore how facilitate conversations about topics such play can be used to unlock new possibilities as bullying and discrimination, particularly and deeper creativity on the written page relating to immigration, disabilities, gender, and beyond. From improv exercises to doodle sexuality, and cultural identification. prompts, we’ll offer literacy-rich activities Presenters: Ashley A. Atkinson, North Carolina State that encourage self-expression, build stamina, University, Raleigh and ignite the imagination. Come prepared to Kaitlynn Cipully, North Carolina State University, create! Raleigh Chair: Rebecca Caprara, Lerner Publishing Group Donna Hawkins, North Carolina State University/ Presenters: Melanie Conklin, Disney/Hyperion/Penguin Johnston County Public Schools Dan Ryder, Success & Innovation Center/Mt. Blue Alix Howard, North Carolina State University, Raleigh Campus, Farmington, ME Jill Jones, North Carolina State University, Raleigh Booki Vivat, HarperCollins Maura Murphy, North Carolina State University, Raleigh Justin Richards, North Carolina State University/Wake D.41 Exhibitor Session: Barnes & Noble County Public Schools G Presents Reading Engagement Rachel Skrlac Lo, Villanova University, PA through Literacy Innovation Nermin Vehabovic, North Carolina State University, CARROLL (HILTON) Raleigh Angela Wiseman, North Carolina State University, Sponsored by Sterling Publishing Raleigh Participants will learn through an interactive presentation how to incorporate project- based learning in classrooms through Story Design, an integration of literacy and STEM. It is aligned with the Common Core Curriculum and takes students deeper into stories with hands-on problem-solving activities that can turn a simple story into a memorable one and a reader into an engineer. Presenters: Tracy Vidakovich, Sterling Publishing Patrick Thornton, Vice President, Business Development, Regional Business Manager, Barnes & Noble

2019 NCTE ANNUAL CONVENTION PROGRAM 95 THURSDAY GENERAL SESSION

4:00–5:30 P.M.

THURSDAY, NOVEMBER 21 NOVEMBER THURSDAY, GEORGE TAKEI HALL C/ D

With an acting career spanning six decades, George Takei is known around the world for his founding role in the acclaimed television series Star Trek, in which he played Hikaru Sulu, helmsman of the starship Enterprise. But Takei’s story goes where few stories have gone before. From a childhood spent with his family wrongfully imprisoned in Japanese American internment camps during World War II, to becoming one of the country’s leading figures for social justice, Takei remains a powerful voice on issues ranging from politics to pop culture, and has been ranked the #1 most influential person on Facebook. He now co-stars in the 10-part AMC miniseries The Terror: Infamy, and his new graphic memoir, They Called Us Enemy, with co-writers Justin Eisinger & Steven Scott and artist Harmony Becker, is a New York Times bestseller.

George Takei’s appearance at NCTE 2019 is presented by IDW Publishing.

A book signing will follow the session.

Sponsored by

96 2019 NCTE ANNUAL CONVENTION PROGRAM SECTION GET-TOGETHERS THURSDAY

5:45–7:15 P.M.

ELEMENTARY SECTION GET-TOGETHER BALLROOM IV Meet NCTE’s elected leaders who represent the Elementary Section, network with educators from across the country, and snack on hors d’oeuvres. Speakers will include Vivian Vasquez, winner of the 2019 Outstanding Elementary Educator Award. Presiding: Roberta Price-Gardner, Kennesaw State University, GA Speaker: Vivian Vasquez, American University, Washington, DC

Donald H. Graves Award for Excellence in the Teaching of Writing Recipient: Tiana Silvas, PS 59, New York, NY

Language Arts Distinguished Article Award Recipient: Paul Hartman, Illnois State University, Normal, “A Queer Approach to Addressing Gender and Sexuality through Literature Discussions with Second Graders” (November 2018)

Outstanding Elementary Educator Award Recipient: Vivian Vasquez, American University, Washington, DC

MIDDLE LEVEL MEET-UP BALLROOM II Kick off your convention experience with this gathering of middle level attendees. There will be food, friends, and the chance to meet Section leaders, as well as a keynote from educator Torrey Maldonado. Presiding: Frannie Lin, Altamont Elementary School, Mountain House, CA Speaker: Torrey Maldonado

A book signing will follow the session.

Sponsored by SECONDARY SECTION GET-TOGETHER BALLROOM I & III Gather with hundreds of other secondary teachers to kick off the Convention in this opening session that features a welcoming community, refreshments, and a keynote address from Ebony Elizabeth Thomas, NCTE member and author of The Dark Fantastic: Race and the Imagination from Harry Potter to the Hunger Games. Presiding: Tiffany Rehbein, Laramie County School District #1, Cheyenne, WY Speaker: Ebony Elizabeth Thomas, University of Pennsylvania’s Graduate School of Education

A book signing will follow the session.

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