Many have argued that English classrooms have an important role to play in supporting students' development of critical consciousness and civic engagement (Kirkland 406; Lyiscott 48). Recently, Monique Cherry-McDaniel called for English teachers to design "woke" learning opportunities that would support students' critical consciousness by "creat[ing] space and opportunity for students to name and position themselves . . . and articulat[ing] their own interests and needs" (42). To be "woke" is to be aware of systemic injustice and ways of interrupting injustice and to feel able to participate in making change. What are ways that teachers might design and facilitate "woke" learning opportunities in the English classroom? In this article, the authors offer an illustration of a pedagogical routine designed to support students' critical consciousness and literacy learning through the collective examination of shared texts.