This article introduces the Critical Response Protocol (CRP), an arts-based technique that engages students in equitable critical discourse and aligns with the "Next Generation Science Standards" vision for providing students opportunities for language learning while advancing science learning (NGSS Lead States 2013). CRP helps teachers align their instruction to the "NGSS"'s vision of "science for all" by providing a flexible instructional strategy. Classroom conversation becomes more equitable because students can build on the ideas of others, creating natural reciprocity; students are expected to participate and are accountable to the group. This article illustrates how CRP works by describing a three-day lesson for a ninth-grade physical science class. The activity introduced scientific technical writing about nanotechnology and its use to address social problems.