Discussions around teaching in a culturally sustaining manner in the English language arts classroom, specifically when teaching literary analysis, often address the need to incorporate multicultural literature so that students are exposed to stories told from diverse perspectives. However, the reality in many schools is that teachers do not have ownership over their curriculum in a way that allows them to choose which texts they should read and study with students. In this context, culturally sustaining teaching presents a difficult challenge. In this literature review, the author presents classroom strategies that apply a critical literacy lens to analysis of canonical literature as a way to create a place for culturally sustaining teaching within a prescribed curriculum.
ERVIN, J. Critically reading the canon: culturally sustaining approaches to a prescribed literary curriculum. Journal of adolescent & adult literacy, v. 65, n. 4, 2022 (adapted).

The abstract excerpt above points to a challenge faced by literature teachers in finding classroom procedures that ensure more culturally sustaining teaching considering limitations imposed by a prescribed curriculum.
In this context, which of the following examples of classes conducted in the scope of literary analysis would align with the approach advocated in the abstract?