Based on a 2-year ethnographic study in an urban secondary school in Toronto, the article presents how a teacher and a researcher teach Grade 11 students through a design-based approach to teaching and learning in English class. Built on research and pedagogy on design, the authors designed a programme of study as an alternative to more traditional approaches to writing. After framing five core principles of design, students completed a series of writing assignment that focused on particular modes such as sound, visuals and materials. Focusing on specific modes for each lesson, students considered design concepts and design epistemologies to complete assignments about texts covered as a part of their programme of study. The authors conclude the article by summarizing the theoretical and methodological orientations that were developed while adopting design principles and the pitfalls of taking such an approach.