The use of multicultural literature in the English classroom is important because students need to see themselves reflected on the page as well as need windows into their peers' experiences that are unlike their own. Teachers in middle school classrooms have the potential to positively influence students' ability to engage and connect with multicultural literature. In this article, the authors describe the instructional sequence and literacy experiences offered to seventh-grade students as they read, responded to, and reflected on Jacqueline Woodson's novel-in-verse "Brown Girl Dreaming." Specifically, the varied literacy opportunities included reading and annotating "Brown Girl Dreaming;" using imitation to teach poetry; engaging in Read-Talk-Write; building background knowledge through allusion research and writing; creating an allusion-inspired poem; experiencing the "Brown Girl Dreaming" Gallery Walk; and writing reflections.