Ninth grade students who previously resisted teacher-originated activity cycle through various learning stations that represent categories of alternative literacy. They are presented with familiar colloquial forms of expression, and presented with challenge cards designed to foster engagement and thoughtful consideration. They will provide feedback regarding interest level and engagement through activities. Students will be observed for evidence of change in level of communication with the teacher, engagement with teacher-prompted activity and behavioral affect. Implications for future teacher steps toward open communication and academic interaction with this demographic are discussed.