In my classroom, a giant piece of poster board showcases a conceptual question: “How does reading texts and works from diverse creators assist in finding common themes?”

Students’ responses surround the inquiry. I identify some that use two quotations from Shakespeare’s “The Phoenix and the Turtle” to support or refute an argument. I notice that a student who prefers not to voice their ideas in class has written six perceptive sentences showing immense engagement with the question.

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