This workshop is intended to provide teaching strategies and project ideas that will engage students who do not identify as strong science students in the high school chemistry classroom. Such students often resort to memorization as their primary approach to studying chemistry. While this approach can be successful in terms of grade outcomes, it does not allow students to internalize the logic of chemistry or to develop the ability to think like a chemist. The presented strategies will focus on utilizing reading and analysis skills usually reserved for the humanities in the chemistry classroom while still maintaining the rigor of a traditional introductory chemistry course. Activities and projects will be shared and modeled during the workshop including: writing and presenting periodic table plays to apply periodic table trends and resulting compound formation, analyzing personal journals for physical and chemical changes and other introductory terms, using if/then statements as a means of synthesizing material, and running a silent discussion to allow students to read and review one another’s ideas and problem-solving approaches. The workshop may include a discussion on course sequence and an argument for using the natural narrative of chemistry to allow the year to unfold as a story.