Often, classroom teachers are asked to teach lessons and internalize them. But the real problem is if teachers do not know why they are teaching a lesson, or where the lesson originated, they cannot pivot, adapt, or tweak the lesson to meet the in-the-moment needs of the students in front of them. So, if younger and even experienced generations of teachers, and even administrators, do not know where the thinking behind their lessons come from, how might we model this thought process for them? The authors of this article present several detailed, sequenced classroom writing activities, narrating the pedagogical lineage of each.