Dance can be found anywhere from commercial entertainment to online, digital platforms. Yet, dance (as creative expression, performance, choreography, learning strategy, representation of knowledge) still maintains a marginalized profile in schools. Dance as artistic representation has immense power and potential for communicating and responding to social injustices and tensions in communities (Schaefer 2016). As education professors at a large public university in the southeastern United States, the authors describe how they have facilitated a workshop for secondary preservice English teachers during their final semester capstone course and student teaching. The workshop explores English curricular concepts such as textual analysis, interpretation, and figurative language using dance and hip hop texts. Additionally, they led a similar one-hour workshop for in-service educators at a state-level arts education conference. This collaboration initially grew out of the dearth of opportunities for secondary educators to engage in arts integration, particularly dance in education. In this article, they take the reader through their typical workshop in which they identify the standards from both English and Dance and use themes specifically connected with interpretation and responding to literature. They conclude with questions to help workshop participants think about how to choose relevant texts to facilitate this type of exploration. The authors approach this work to help prepare future teachers--most of whom do not identify as dancers--to facilitate embodied experiences that help young people navigate societal challenges in critically responsive and sustaining ways (Paris and Alim 2014). Additionally, they share this collaboration as a model for future partnerships between dance educators and their English Language Arts (ELA) and other disciplinary colleagues, particularly in secondary education contexts.