N SESSIONS — 4:15–5:30 P.M.


N.01 Rethinking the Spoken Word: Infusing Hip Hop and Multiculturalism through Poetry in the ELA Classroom


M ROOM: D-182/183 (GCCC, MAIN LEVEL)


Participants in this session will understand the use of hip-hop music videos to teach critical literacy skills to middle school students in our respective contexts. Participants will walk away with guidance on how to curate hip-hop-based learning activities that help students develop “mad skills” and make new connections. Additionally, audiences will discover ways to engage students as readers and writers.


Session Chair: Olivia Mulcahy, Illinois Resource Center Presenters: Beverly Ann Chin, University of Montana, “Using Our Voices to Connect with—and Celebrate—the Lessons of Our Elders”


Michele DeVirgilio, Herricks School District, New Hyde Park, NY, “’Yo, You Got Mad Skills!’: Using Hip-Hop to Cultivate Connections and Critical Literacy Skills in Middle Schoolers”


H. Bernard Hall, Drexel University, “’Yo, You Got Mad Skills!’: Using Hip-Hop to Cultivate Connections and Critical Literacy Skills in Middle Schoolers”


Joseph Pizzo, Black River Middle School, “Using Poetry and Music to Make Conexiones in My Classroom”


N.02 Using Theater to Explore Social Justice in the Classroom


S ROOM: A-110/111 (GCCC, MAIN LEVEL)


This session will showcase how theater can be used to raise social awareness, advance antiracist values, and teach difficult subjects. Romeo and Juliet based on Shakespeare Center of Los Angeles’s Will Power to Youth program will be used to appeal to students with multiple literacy levels and ways of learning.


Session Chair: Danielle Sullivan, Bemidji State University Presenters: Laura Turchi, Arizona State University/Shakespeare Center of Los Angeles, “Connecting Romeo and Juliet to Social Justice through Student Voice: Lesson Plans for Community Building within Literature, Literacy, and Drama”


Kimiko Warner-Turner, LA County School of the Arts, “Connecting Romeo and Juliet to Social Justice through Student Voice: Lesson Plans for Community Building within Literature, Literacy, and Drama”


N.03 Addressing the Tensions of Literacy Assessment: Reframing and Remixing Our Assessment Practices


TE ROOM: C-150 (GCCC, MAIN LEVEL)


Literacy assessments are a necessary tool for learning about our students and teaching in responsive ways, but they can also lead to unintended consequences and do harm. Teacher educators will share resources and activities created to help the teachers we learn with to reframe and revise assessment practices in ethical, asset-based ways. We can challenge dominant assessment practices together.


Presenters: Tess Dussling, Saint John’s University Wendy Gardiner, Pacific Lutheran University Tierney Hinman, Auburn University Elizabeth Stevens, Roberts Wesleyan College Amy Tondreau, University of Maryland, Baltmore County Kristen White, Northern Michigan University Nance Wilson, SUNY Cortland


N.04 Ain’t No Stopping Us Now: Connecting Dreams, Joy, and Endarkened Futures to the Literacy Block through Speculative Fiction


E M


TE S


ROOM: CHARLES MASSEY (HILTON 402, LEVEL 3)


In this panel, we invite the audience to join us in exploring ways to incorporate speculative fiction into curriculum for propelling youth of color into fantastic futures. Participants will leave our session with literacy block resources and confidence for breathing new life and hope into endarkedend futures through the use of speculative, fantastic, and afrofuturistic texts across modalities.


Presenters: Tiffeni Fonto, Vanderbilt University Renata Love Jones, Georgia State University Nicholl Montgomery, Boston College


N.05 Attending to Children: Literacy Assessment That Cultivates Joy and Genius


E TE ROOM: ALFRED TIBOR (HILTON 402, LEVEL 3)


This presentation focuses on attending to children through elementary literacy assessment. Three classroom teachers and one teacher educator showcase examples of literacy assessments that assess children in authentic, contextualized, culturally sustaining ways, focusing on in-the-moment observations and adjustment.


Presenters: Alicia Arce-Boardman Kerry Elson Kindel Nash, Appalachian State University Roderick Peele


204 2023 NCTE ANNUAL CONVENTION PROGRAM


SATURDAY, NOVEMBER 18


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